Pub Date : 2023-07-05DOI: 10.1177/15257401231181506
Carla L. Wood, Kristen Guynes, Victor A Lugo, L. Baker, Selena Snowden
The purpose of the current study was to investigate the impact of COVID-19 restrictions (e.g., face mask wearing and social distancing) on individuals who are Deaf or Hard of Hearing (D/HH). The study aimed to describe perceptions of challenges and valued resources to inform efforts to mitigate negative consequences of the pandemic. A survey was used to solicit information about the pandemic-related experiences of 108 individuals who are D/HH and/or parents or service providers of children who are D/HH. Questions elicited perceptions of pandemic related challenges, resources, and supports. Results demonstrated high percentages of respondents reported experiencing substantial impacts of face mask wearing on communication. Additionally, respondents reported negative consequences of social distancing on the way they connected with others. Findings point to the need for increased awareness of risks for impacts on communication and social well-being and consideration of additional supports.
{"title":"Pandemic Impacts on Communication and Social Well-Being: Consideration for Individuals D/HH","authors":"Carla L. Wood, Kristen Guynes, Victor A Lugo, L. Baker, Selena Snowden","doi":"10.1177/15257401231181506","DOIUrl":"https://doi.org/10.1177/15257401231181506","url":null,"abstract":"The purpose of the current study was to investigate the impact of COVID-19 restrictions (e.g., face mask wearing and social distancing) on individuals who are Deaf or Hard of Hearing (D/HH). The study aimed to describe perceptions of challenges and valued resources to inform efforts to mitigate negative consequences of the pandemic. A survey was used to solicit information about the pandemic-related experiences of 108 individuals who are D/HH and/or parents or service providers of children who are D/HH. Questions elicited perceptions of pandemic related challenges, resources, and supports. Results demonstrated high percentages of respondents reported experiencing substantial impacts of face mask wearing on communication. Additionally, respondents reported negative consequences of social distancing on the way they connected with others. Findings point to the need for increased awareness of risks for impacts on communication and social well-being and consideration of additional supports.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/15257401231181905
Mariana Mejia Turnbull, Michelle MacRoy-Higgings, B. Martin
The purpose of this study was to analyze and compare the linguistic content of the Spanish HINT and the Spanish AzBio sentence tests. The results revealed that the Spanish AzBio is linguistically more complex as compared with the Spanish HINT in terms of sentence length, complexity, and grammatical structure.
{"title":"Cochlear Implant Evaluations of Spanish-Speaking Adults: Linguistic Comparison of Two Spanish-Sentence Perception Tests","authors":"Mariana Mejia Turnbull, Michelle MacRoy-Higgings, B. Martin","doi":"10.1177/15257401231181905","DOIUrl":"https://doi.org/10.1177/15257401231181905","url":null,"abstract":"The purpose of this study was to analyze and compare the linguistic content of the Spanish HINT and the Spanish AzBio sentence tests. The results revealed that the Spanish AzBio is linguistically more complex as compared with the Spanish HINT in terms of sentence length, complexity, and grammatical structure.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44818465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1177/15257401231181903
Mariana Mejia Turnbull, B. Martin, Michelle MacRoy-Higgins
The purpose of this study was to investigate which of the available Spanish sentence tests audiologists currently utilize to evaluate Spanish-speaking cochlear implant candidates. An online questionnaire was created and distributed nationwide. A total of 25 audiologists reported using the Spanish HINT and Spanish AzBio. Limitations regarding scoring and variability of accents were described.
{"title":"Cochlear Implant Evaluations of Spanish-Speaking Adults: A Survey","authors":"Mariana Mejia Turnbull, B. Martin, Michelle MacRoy-Higgins","doi":"10.1177/15257401231181903","DOIUrl":"https://doi.org/10.1177/15257401231181903","url":null,"abstract":"The purpose of this study was to investigate which of the available Spanish sentence tests audiologists currently utilize to evaluate Spanish-speaking cochlear implant candidates. An online questionnaire was created and distributed nationwide. A total of 25 audiologists reported using the Spanish HINT and Spanish AzBio. Limitations regarding scoring and variability of accents were described.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42959146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/15257401231169207
S. Cheimariou, Laura M. Morett
One of the basic tenets of predictive theories of language processing is that of misprediction cost. Post-N400 positive event-related potential (ERP) components are suitable for studying misprediction cost, but are not adequately described, especially in older adults, who show attenuated N400 ERP effects. We report a secondary analysis of a previously collected EEG data set. Using a picture–word matching paradigm, in which the target word could sometimes be predicted by context and sometimes not, the relationship between aging and late ERP effects was examined. Positivity effects for prediction violations were larger and more extended in older compared with younger adults, independent of context. Younger adults showed frontal negativity effects, indicating frame-shifting processes. Our data suggest that aging does not entail specific declines in prediction. Rather, they indicate that older adults may experience more processing difficulties than younger adults when their expectations are disconfirmed and that multiple mechanisms may be employed during language processing.
{"title":"Beyond the N400: Confirmed and Disconfirmed Lexical Predictions in Aging","authors":"S. Cheimariou, Laura M. Morett","doi":"10.1177/15257401231169207","DOIUrl":"https://doi.org/10.1177/15257401231169207","url":null,"abstract":"One of the basic tenets of predictive theories of language processing is that of misprediction cost. Post-N400 positive event-related potential (ERP) components are suitable for studying misprediction cost, but are not adequately described, especially in older adults, who show attenuated N400 ERP effects. We report a secondary analysis of a previously collected EEG data set. Using a picture–word matching paradigm, in which the target word could sometimes be predicted by context and sometimes not, the relationship between aging and late ERP effects was examined. Positivity effects for prediction violations were larger and more extended in older compared with younger adults, independent of context. Younger adults showed frontal negativity effects, indicating frame-shifting processes. Our data suggest that aging does not entail specific declines in prediction. Rather, they indicate that older adults may experience more processing difficulties than younger adults when their expectations are disconfirmed and that multiple mechanisms may be employed during language processing.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42703424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/15257401231167085
B. Ekelman, Debra A. Dutka, Katherine E. Fox, Islamiat Adamoh-Faniyan, Astrid Pohl Zuckerman, B. Lewis
The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance (ANOVA) on measures of memory, phonological awareness, retrieval speed, social communication, and letter knowledge. Children at risk for reading disorders performed most poorly on phonological awareness, whereas children at risk for language disorders struggled most with social communication. Retrieval speed alone was not a reliable predictor of reading risk in kindergarten. High performers scored best on working memory. The high-performing reading group outscored the high-performing language group on letter knowledge. Phonological awareness distinguished the high-performing reading group but not the high-performing language group from their non-high-performing classmates. Early identification of these relevant subgroups allows for early targeted interventions and monitoring of growth.
{"title":"Predictors of Language and Early Reading Development in Kindergarteners Using a Multidimensional Screening Tool","authors":"B. Ekelman, Debra A. Dutka, Katherine E. Fox, Islamiat Adamoh-Faniyan, Astrid Pohl Zuckerman, B. Lewis","doi":"10.1177/15257401231167085","DOIUrl":"https://doi.org/10.1177/15257401231167085","url":null,"abstract":"The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education classrooms were assessed with the Well Screening in fall, winter, and spring. Groups were compared using analysis of variance (ANOVA) on measures of memory, phonological awareness, retrieval speed, social communication, and letter knowledge. Children at risk for reading disorders performed most poorly on phonological awareness, whereas children at risk for language disorders struggled most with social communication. Retrieval speed alone was not a reliable predictor of reading risk in kindergarten. High performers scored best on working memory. The high-performing reading group outscored the high-performing language group on letter knowledge. Phonological awareness distinguished the high-performing reading group but not the high-performing language group from their non-high-performing classmates. Early identification of these relevant subgroups allows for early targeted interventions and monitoring of growth.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/15257401231167084
Carlien Vorster, Alta Kritzinger, Loina Coetser, J. van der Linde
Currently, no culturally and linguistically adapted autism screening tools are available in South Africa. The aim was to determine the reliability and concurrent validity of the adapted English and Northern Sotho–translated Modified Checklist for Autism in Toddlers–Revised with Follow-up (M-CHAT-R/F). Reliability was confirmed with near-perfect agreement ( p < .001) between the checklists in a sample of 158 Northern Sotho/English bilingual mothers of children with a low risk for autism. Concurrent validity between the Northern Sotho M-CHAT-R/F and the communication and socialization sub-domains of the Vineland-3 was established with significant association at the 5% level. A third (33.5%) of the children showed a developmental delay. The checklists are valid and reliable, and may improve early identification that will render better long-term outcomes for children with autism in South Africa. Autism screening should be combined with developmental assessment. The study contributes to an emerging body of research on the development of contextually appropriate screening measures.
{"title":"Reliability and Concurrent Validity of a Cultural Adaptation and Northern Sotho Translation of the M-CHAT-R/F","authors":"Carlien Vorster, Alta Kritzinger, Loina Coetser, J. van der Linde","doi":"10.1177/15257401231167084","DOIUrl":"https://doi.org/10.1177/15257401231167084","url":null,"abstract":"Currently, no culturally and linguistically adapted autism screening tools are available in South Africa. The aim was to determine the reliability and concurrent validity of the adapted English and Northern Sotho–translated Modified Checklist for Autism in Toddlers–Revised with Follow-up (M-CHAT-R/F). Reliability was confirmed with near-perfect agreement ( p < .001) between the checklists in a sample of 158 Northern Sotho/English bilingual mothers of children with a low risk for autism. Concurrent validity between the Northern Sotho M-CHAT-R/F and the communication and socialization sub-domains of the Vineland-3 was established with significant association at the 5% level. A third (33.5%) of the children showed a developmental delay. The checklists are valid and reliable, and may improve early identification that will render better long-term outcomes for children with autism in South Africa. Autism screening should be combined with developmental assessment. The study contributes to an emerging body of research on the development of contextually appropriate screening measures.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45149573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/15257401231169215
Christopher Brum, Susan M Bruce
Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension development for learners who are deafblind. Data were collected through a survey and interviews from 63 participants that included teachers, interveners, and parents. Thematic analysis resulted in the emergence of themes and strategies related to supporting and measuring comprehension during shared reading for learners who are deafblind. Strategies for supporting comprehension include multiple communication forms, customizing the text, repeating, exploring materials, and integrating technology. For measuring comprehension strategies include questioning, completing phrases, commenting and discussing, retelling, sequencing, and extension activities. Implications for research include future investigations on the effectiveness of the strategies currently reported to support and measure comprehension. Implications for practice include developing understanding by supporting communication and access during shared reading while using multiple measures of comprehension.
{"title":"Comprehension for Learners Who are Deafblind: Perspectives From Teachers, Interveners, and Parents","authors":"Christopher Brum, Susan M Bruce","doi":"10.1177/15257401231169215","DOIUrl":"https://doi.org/10.1177/15257401231169215","url":null,"abstract":"Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension development for learners who are deafblind. Data were collected through a survey and interviews from 63 participants that included teachers, interveners, and parents. Thematic analysis resulted in the emergence of themes and strategies related to supporting and measuring comprehension during shared reading for learners who are deafblind. Strategies for supporting comprehension include multiple communication forms, customizing the text, repeating, exploring materials, and integrating technology. For measuring comprehension strategies include questioning, completing phrases, commenting and discussing, retelling, sequencing, and extension activities. Implications for research include future investigations on the effectiveness of the strategies currently reported to support and measure comprehension. Implications for practice include developing understanding by supporting communication and access during shared reading while using multiple measures of comprehension.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43441368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children's questions to their caregivers - and caregivers' questions to their children - play an important role in child development. For children on the autism spectrum, who often experience cognitive, linguistic and social difficulties, prior research on questions has resulted in inconsistent and incomplete findings. The present study characterized the frequency, form, and function of queries posed by children on the autism spectrum (n = 12), non-spectrum peers (n =20), and parents using the Nadig ASD English Corpus in the Child Language Data Exchange System (CHILDES). Results suggested that children on the autism spectrum and their caregivers produced fewer questions than non-spectrum dyads; however, whereas wh- questions were under-represented in the repertoire of children on the spectrum, they were over-represented in the repertoire of their parents. Finally, question function was similarly diverse for parents and children across groups. These findings offer important clinical implications for question-asking interventions targeting this population.
{"title":"Frequency, Form and Function of Dyadic Questions in Children with Autism: A CHILDES corpus study.","authors":"Rhiannon Luyster, Isabella Leiwant, Sudha Arunachalam","doi":"10.1177/15257401221111336","DOIUrl":"10.1177/15257401221111336","url":null,"abstract":"<p><p>Children's questions to their caregivers - and caregivers' questions to their children - play an important role in child development. For children on the autism spectrum, who often experience cognitive, linguistic and social difficulties, prior research on questions has resulted in inconsistent and incomplete findings. The present study characterized the frequency, form, and function of queries posed by children on the autism spectrum (<i>n</i> = 12), non-spectrum peers (<i>n</i> =20), and parents using the <i>Nadig ASD English Corpus</i> in the Child Language Data Exchange System (CHILDES). Results suggested that children on the autism spectrum and their caregivers produced fewer questions than non-spectrum dyads; however, whereas <i>wh</i>- questions were <i>under</i>-represented in the repertoire of children on the spectrum, they were <i>over</i>-represented in the repertoire of their parents. Finally, question function was similarly diverse for parents and children across groups. These findings offer important clinical implications for question-asking interventions targeting this population.</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"163-172"},"PeriodicalIF":0.9,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10786635/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48686537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1177/15257401231169216
Angela M. Medina, Jean S. Mead
A 3-year follow-up survey was sent to speech-language pathologists who completed a mindfulness program as part of their graduate studies. Findings indicated that 53% of the speech-language pathologists who responded continued to practice learned mindfulness skills in their personal lives as well as incorporating them in their therapy plans.
{"title":"SLPs’ Use of Mindfulness in Personal and Professional Contexts: A Follow-Up Study","authors":"Angela M. Medina, Jean S. Mead","doi":"10.1177/15257401231169216","DOIUrl":"https://doi.org/10.1177/15257401231169216","url":null,"abstract":"A 3-year follow-up survey was sent to speech-language pathologists who completed a mindfulness program as part of their graduate studies. Findings indicated that 53% of the speech-language pathologists who responded continued to practice learned mindfulness skills in their personal lives as well as incorporating them in their therapy plans.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46231013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1177/15257401231161590
Lisa M Bowers, S. Robinson, Madilyn Metcalf
Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start Pre-Kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex.
{"title":"Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs","authors":"Lisa M Bowers, S. Robinson, Madilyn Metcalf","doi":"10.1177/15257401231161590","DOIUrl":"https://doi.org/10.1177/15257401231161590","url":null,"abstract":"Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start Pre-Kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47909623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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