Pub Date : 2020-01-01DOI: 10.30707/TLCSD4.1/ZNRR1070
Joann P. Benigno, John W. Mccarthy, S. Taylor, H. Hamm, Bridget Wright
Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with children with ASD. These included visual schedules and picture/icon cards and social stories. Students completed a survey and wrote a reflection paper about what they learned. Survey data from all participants indicated that the program met the needs of the SLPs and furthered students’ skills in creating materials and understanding more about the demands of working as an SLP in the schools. Implications for undergraduate and graduate training including increasing student knowledge and confidence as well as gaining student perspectives on the experience and collaboration are discussed. Future directions for extensions of this training program are proposed.
{"title":"Training University Students About Autism Spectrum Disorder Through Outreach to School-Based Speech-Language Pathologists","authors":"Joann P. Benigno, John W. Mccarthy, S. Taylor, H. Hamm, Bridget Wright","doi":"10.30707/TLCSD4.1/ZNRR1070","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/ZNRR1070","url":null,"abstract":"Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with children with ASD. These included visual schedules and picture/icon cards and social stories. Students completed a survey and wrote a reflection paper about what they learned. Survey data from all participants indicated that the program met the needs of the SLPs and furthered students’ skills in creating materials and understanding more about the demands of working as an SLP in the schools. Implications for undergraduate and graduate training including increasing student knowledge and confidence as well as gaining student perspectives on the experience and collaboration are discussed. Future directions for extensions of this training program are proposed.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"1 1","pages":"4"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74745190","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 : 2020-01-01DOI: 10.30707/TLCSD4.3/GZQR2615
Erin S Clinard
Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.
{"title":"Assessing Outcomes of Simulation in Communication Sciences and Disorders","authors":"Erin S Clinard","doi":"10.30707/TLCSD4.3/GZQR2615","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/GZQR2615","url":null,"abstract":"Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"10 1","pages":"7"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86651072","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 : 2020-01-01DOI: 10.30707/TLCSD4.3/FXAP4522
E. Clark, Lori Lombard
The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.
{"title":"Developing an Acute Care Simulation Lab and Practicum","authors":"E. Clark, Lori Lombard","doi":"10.30707/TLCSD4.3/FXAP4522","DOIUrl":"https://doi.org/10.30707/TLCSD4.3/FXAP4522","url":null,"abstract":"The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"61 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91220242","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 : 2020-01-01DOI: 10.30707/TLCSD4.2/XNDO8764
Allison M. Sauerwein, Jane R. Wegner
Clinical reasoning skills underlie the decisions speech-language pathologists (SLPs) make during practice. Although clinical reasoning is included in speech-language pathology accreditation standards in the United States, there is limited research on preservice SLPs’ development or use of clinical reasoning skills. Because clinical reasoning skills specific to augmentative and alternative communication (AAC) service provision have not been identified or reported in depth, this qualitative study focused on two cases of children with developmental disabilities who used AAC systems. Eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans, which made their clinical reasoning skills observable. Responses were transcribed for qualitative analysis. Six clinical reasoning skills were identified: summarizing, interpreting, hypothesizing, rationalizing, comparing and deferring. Expert and novices used four of these clinical reasoning skills similarly; however, there were differences among the remaining two skills. Novices deferred more frequently during the tasks and were limited in their ability to make comparisons to the fictional cases as compared to the experts. The expert-novice gap in clinical reasoning presents implications for teaching preservice SLPs in the classroom and the clinic.
{"title":"Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap","authors":"Allison M. Sauerwein, Jane R. Wegner","doi":"10.30707/TLCSD4.2/XNDO8764","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/XNDO8764","url":null,"abstract":"Clinical reasoning skills underlie the decisions speech-language pathologists (SLPs) make during practice. Although clinical reasoning is included in speech-language pathology accreditation standards in the United States, there is limited research on preservice SLPs’ development or use of clinical reasoning skills. Because clinical reasoning skills specific to augmentative and alternative communication (AAC) service provision have not been identified or reported in depth, this qualitative study focused on two cases of children with developmental disabilities who used AAC systems. Eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans, which made their clinical reasoning skills observable. Responses were transcribed for qualitative analysis. Six clinical reasoning skills were identified: summarizing, interpreting, hypothesizing, rationalizing, comparing and deferring. Expert and novices used four of these clinical reasoning skills similarly; however, there were differences among the remaining two skills. Novices deferred more frequently during the tasks and were limited in their ability to make comparisons to the fictional cases as compared to the experts. The expert-novice gap in clinical reasoning presents implications for teaching preservice SLPs in the classroom and the clinic.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"41 1","pages":"7"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80924751","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 : 2020-01-01DOI: 10.30707/TLCSD4.2/ZHVO5761
Krystal L. Werfel, Gabriella Reynolds
Flipped classrooms are increasingly recommended by scholars of teaching and learning, and some have argued that active learning is the key ingredient in this model’s success. This paper describes the creation and implementation of online guided case study scenarios using the test function of a learning management system, as well as evaluation of their effectiveness based on (a) performance of students on separate graded case study assignments and (b) student self-reflection of learning and feedback elicited in an end-of-course survey. The case studies were developed for use in a master’s level speech-language pathology course on aural rehabilitation that occurs during the summer semester.
{"title":"Guided Online Case Scenarios Support Development of Clinical Decision-Making Skills in Speech-Language Pathology Master’s Students","authors":"Krystal L. Werfel, Gabriella Reynolds","doi":"10.30707/TLCSD4.2/ZHVO5761","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/ZHVO5761","url":null,"abstract":"Flipped classrooms are increasingly recommended by scholars of teaching and learning, and some have argued that active learning is the key ingredient in this model’s success. This paper describes the creation and implementation of online guided case study scenarios using the test function of a learning management system, as well as evaluation of their effectiveness based on (a) performance of students on separate graded case study assignments and (b) student self-reflection of learning and feedback elicited in an end-of-course survey. The case studies were developed for use in a master’s level speech-language pathology course on aural rehabilitation that occurs during the summer semester.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"1 1","pages":"1"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78997693","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 : 2020-01-01DOI: 10.30707/TLCSD4.2/CQJO9452
Allison M. Sauerwein, Jane R. Wegner
Because few studies have explored preservice speech-language pathologists’ (SLP’s) learning outcomes in augmentative and alternative communication (AAC) coursework and clinical practica, there is a need to investigate student learning in this area. This article represents a portion of a larger study that explored the expert-novice gap in planning for intervention with children who use AAC. The companion article reports clinical reasoning skills, whereas the present study revealed intervention planning skills. The methods are the consistent with those reported in the companion article. In summary, eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans. Verbal data were transcribed and analyzed qualitatively. Eight intervention planning skills emerged from the data: selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Considerable overlap across expert and novice performance was observed in some areas, while minor differences were noted in other skills. Expert-novice gaps were identified in two areas, developing a treatment style and feature matching. Familiarity with expert-novice gaps in intervention planning has implications for preservice instruction in AAC.
{"title":"Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills","authors":"Allison M. Sauerwein, Jane R. Wegner","doi":"10.30707/TLCSD4.2/CQJO9452","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/CQJO9452","url":null,"abstract":"Because few studies have explored preservice speech-language pathologists’ (SLP’s) learning outcomes in augmentative and alternative communication (AAC) coursework and clinical practica, there is a need to investigate student learning in this area. This article represents a portion of a larger study that explored the expert-novice gap in planning for intervention with children who use AAC. The companion article reports clinical reasoning skills, whereas the present study revealed intervention planning skills. The methods are the consistent with those reported in the companion article. In summary, eight novice (i.e. preservice) SLPs and eight expert SLPs completed think-aloud tasks while they developed intervention plans. Verbal data were transcribed and analyzed qualitatively. Eight intervention planning skills emerged from the data: selecting treatment style, planning activities, selecting or developing materials, planning teaching strategies, selecting targets, goal setting, collecting data, and feature matching. Considerable overlap across expert and novice performance was observed in some areas, while minor differences were noted in other skills. Expert-novice gaps were identified in two areas, developing a treatment style and feature matching. Familiarity with expert-novice gaps in intervention planning has implications for preservice instruction in AAC.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"21 1","pages":"8"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81868946","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 : 2020-01-01DOI: 10.30707/TLCSD4.1/KQZG7225
Janie L. Kullmar, K. G. Blankenship
This study compared the effectiveness of a vocabulary list (i.e., explicit environment) to a textbook passage (i.e, authentic environment) for the initial exposure of domain-specific vocabulary from an anatomy textbook. Forty-two undergraduate Speech-Language Pathology students participated. The study's materials are from Anatomy and Physiology for Speech Language and Hearing, fifth edition (Seikel et al., 2016). The selection is a subtopic on the topic of the anatomy of the cerebrum. Twenty-five vocabulary words within this section are bolded by the textbook to emphasize their importance. These words were targeted in the two different conditions, authentic (textbook) and explicit (vocabulary list). The gain scores from pretest to posttest between groups (i.e., authentic vs. explicit) were similar, and this was true of students with both high and low reading abilities, as measured by the reading score from the American College Testing (ACT). Student performance was highly variable, and many students performed poorly regardless of condition. The results of the study revealed no significant differences between participants who were in conditions that received vocabulary words within the context of a textbook or isolated in a list. This poor performance may be related to research design or student reading habits in general.
本研究比较了词汇表(即显性环境)和教科书段落(即真实环境)对解剖学教科书中特定领域词汇的初次接触的有效性。42名言语语言病理学专业的本科生参与了研究。本研究的材料来自《语音语言与听力解剖学与生理学》第五版(Seikel et al.， 2016)。这篇选集是大脑解剖专题的一个子专题。这一部分的25个词汇被教科书标注出来，以强调它们的重要性。这些词汇是在两种不同的条件下，真实的(教科书)和明确的(词汇表)。根据美国大学考试(ACT)的阅读分数，两组之间从前测到后测的增益分数(即真实与外显)是相似的，对于阅读能力高和低的学生来说都是如此。学生的表现变化很大，许多学生无论在什么条件下都表现得很差。研究结果显示，两组被试接受的词汇没有显著差异，一组被试接受的词汇是课本上的，另一组被试接受的词汇是孤立的。这种糟糕的表现可能与研究设计或学生的阅读习惯有关。
{"title":"Anatomy Word-Learning in Undergraduate Speech-Language Pathology Students","authors":"Janie L. Kullmar, K. G. Blankenship","doi":"10.30707/TLCSD4.1/KQZG7225","DOIUrl":"https://doi.org/10.30707/TLCSD4.1/KQZG7225","url":null,"abstract":"This study compared the effectiveness of a vocabulary list (i.e., explicit environment) to a textbook passage (i.e, authentic environment) for the initial exposure of domain-specific vocabulary from an anatomy textbook. Forty-two undergraduate Speech-Language Pathology students participated. The study's materials are from Anatomy and Physiology for Speech Language and Hearing, fifth edition (Seikel et al., 2016). The selection is a subtopic on the topic of the anatomy of the cerebrum. Twenty-five vocabulary words within this section are bolded by the textbook to emphasize their importance. These words were targeted in the two different conditions, authentic (textbook) and explicit (vocabulary list). The gain scores from pretest to posttest between groups (i.e., authentic vs. explicit) were similar, and this was true of students with both high and low reading abilities, as measured by the reading score from the American College Testing (ACT). Student performance was highly variable, and many students performed poorly regardless of condition. The results of the study revealed no significant differences between participants who were in conditions that received vocabulary words within the context of a textbook or isolated in a list. This poor performance may be related to research design or student reading habits in general.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"8 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76094478","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 : 2020-01-01DOI: 10.30707/TLCSD4.2/MCHF8614
Janine L Schmedding-Bartley, C. Karasinski
Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, & Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were more likely to believe that IPE would increase student’s effectiveness as clinical care team members, whereas more faculty with research doctorates indicated that biases toward other professionals could get in the way of providing intervention. Compared to faculty in colleges other than health sciences, faculty in colleges of health sciences reported experiencing more bias toward and from professionals of other disciplines. Despite group differences, a majority of CSD faculty overwhelmingly favored IPE for students suggesting that the attitudes of CSD faculty toward IPE may not be a barrier to implementation of IPE within pre-professional training programs.
{"title":"Communication Sciences and Disorders Faculty Perceptions of Interprofessional Education","authors":"Janine L Schmedding-Bartley, C. Karasinski","doi":"10.30707/TLCSD4.2/MCHF8614","DOIUrl":"https://doi.org/10.30707/TLCSD4.2/MCHF8614","url":null,"abstract":"Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, & Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were more likely to believe that IPE would increase student’s effectiveness as clinical care team members, whereas more faculty with research doctorates indicated that biases toward other professionals could get in the way of providing intervention. Compared to faculty in colleges other than health sciences, faculty in colleges of health sciences reported experiencing more bias toward and from professionals of other disciplines. Despite group differences, a majority of CSD faculty overwhelmingly favored IPE for students suggesting that the attitudes of CSD faculty toward IPE may not be a barrier to implementation of IPE within pre-professional training programs.","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"19 1","pages":"5"},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79150875","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}
배경 및 목적: 본 연구는 칸나다어(Kannada, L1)-영어(L2) 이중언어 아동에게서 나타나는 구어붕괴에 대해 언어친숙성 가설이 미치는 영향을 지연청각역입기(delayed auditory feedback, DAF)를 이용하여 알아보고자 하였다. 방법: 14명의 참여자를 L2 숙달도에 따라 숙달도가 높은 군과 낮은 군으로 나누었다(각 7명씩). 150...
{"title":"언어 친숙성 가설과 지연청각역입: 칸나다어(L1)-영어(L2) 이중언어사용 일반아동의 구어붕괴","authors":"Bannuru Venkatanarayana Manjunatha Mahesh, Kempanapura Siddaraju Apoorva Prathibha, Srikantaswamy Vijayeshwari, Nanjundaswamy Kajol","doi":"10.12963/CSD.18572","DOIUrl":"https://doi.org/10.12963/CSD.18572","url":null,"abstract":"배경 및 목적: 본 연구는 칸나다어(Kannada, L1)-영어(L2) 이중언어 아동에게서 나타나는 구어붕괴에 대해 언어친숙성 가설이 미치는 영향을 지연청각역입기(delayed auditory feedback, DAF)를 이용하여 알아보고자 하였다. 방법: 14명의 참여자를 L2 숙달도에 따라 숙달도가 높은 군과 낮은 군으로 나누었다(각 7명씩). 150...","PeriodicalId":45124,"journal":{"name":"Communication Sciences and Disorders-CSD","volume":"32 1","pages":"154-171"},"PeriodicalIF":0.5,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81336451","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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