Communication Disorders Quarterly最新文献

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Introducing Variability Into the Word Learning of Adults 将变异性引入成人词汇学习

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-03-28 DOI: 10.1177/15257401231157981

Meredith Saletta Fitzgibbons, Amy Buros Stein

We inquired whether introducing variability into a word-learning task would facilitate, inhibit, or have a neutral effect on adults’ speech production and language learning. Twenty young adults from the U.S. Midwest with typical development participated. They repeated four novel words 10 times sequentially (blocked practice) and another four novel words 10 times in a mixed order (varied practice). We compared participants’ speech production and language learning in the blocked practice and varied practice conditions. We also repeated the language-learning probes after a period of consolidation. In comparison with the blocked practice condition, a varied practice schedule did not improve speech production, short-term language learning, or long-term language learning. Introducing variability into this word-learning task had a neutral effect on young adults’ speech production and language learning. Further research is necessary to determine how to apply these concepts to teaching word-learning strategies to children or adults with typical or atypical development.

我们询问了在单词学习任务中引入可变性是否会促进、抑制或对成年人的言语产生和语言学习产生中性影响。来自美国中西部具有典型发育的20名年轻人参加了此次活动。他们按顺序重复四个小说单词10次（封闭练习），按混合顺序重复另外四个小说词10次（变化练习）。我们比较了参与者在封闭练习和不同练习条件下的言语产生和语言学习。经过一段时间的巩固，我们还重复了语言学习的探索。与封闭的练习条件相比，不同的练习时间表并没有改善言语产生、短期语言学习或长期语言学习。在这个单词学习任务中引入可变性对年轻人的言语产生和语言学习产生了中性影响。需要进一步的研究来确定如何将这些概念应用于具有典型或非典型发展的儿童或成人的单词学习策略教学。

引用次数: 0

Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review 文化响应和本土语言策略:来自范围审查的发现

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-03-17 DOI: 10.1177/15257401231155812

Mark M. Guiberson, C. B. Vining

This scoping review examined the existing research to identify culturally responsive and Indigenous language strategies. A five-stage scoping review methodology was applied to a multiple database search, and a web-based literature review software program was used to organize and review sources, resulting in a total of 33 sources. Data were charted from these sources and 38 culturally responsive strategies and 23 Indigenous language strategies were identified. These strategies, which include the highest strength of strategy codes based on source design qualities, are presented in a preliminary evidence map. There remains a scarcity of culturally responsive and Indigenous language intervention research with Indigenous children. Most of the strategies identified through this scoping review lacked strength to recommend their use universally, but they still may be useful and critically important in meeting the needs of Indigenous children and their families. A discussion on strategies, the Indigenous Connectedness Framework, and an abundance model is provided.

本文对现有研究进行了范围审查，以确定文化响应策略和土著语言策略。采用五阶段范围审查方法对多个数据库进行检索，并使用基于网络的文献审查软件程序对来源进行组织和审查，共获得33个来源。根据这些来源绘制了数据图表，并确定了38个文化响应策略和23个土著语言策略。这些策略，包括基于源设计质量的最高强度策略代码，在初步证据图中呈现。对土著儿童的文化反应和土著语言干预研究仍然缺乏。通过这一范围审查确定的大多数战略缺乏推荐普遍使用的力量，但它们在满足土著儿童及其家庭的需要方面仍然可能是有用和至关重要的。对策略、本土连通性框架和丰度模型进行了讨论。

引用次数: 1

The Effect of Self-Disclosure About Stuttering on Listener Perceptions 口吃自我表露对听力感知的影响

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-03-17 DOI: 10.1177/15257401231160452

Gauri Pathak, Pallavi Kelkar

The study reported herein sought to explore the effect of self-disclosure about stuttering on listener perceptions of persons who stutter (PWS). Sixty young adults who do not stutter were divided into three groups. Each group was assigned to one of three conditions: no disclosure (ND), apologetic self-disclosure (ApD), and assertive self-disclosure (AsD), followed by a narrative by a PWS presented auditorily. Participants then rated the PWS on a semantic differential scale. Results revealed no significant difference between listener ratings for ApD and ND conditions. The PWS in the AsD condition was perceived as “less sociable” than the PWS in the ND condition. The PWS disclosing assertively appeared to be rated more positively by female listeners. Being well acquainted with a PWS appeared to result in more positive perceptions indicating a need to educate the general public about stuttering.

本文报道的这项研究试图探索关于口吃的自我揭露对口吃者（PWS）的听众感知的影响。60名没有口吃的年轻人被分为三组。每组被分配到三种条件中的一种：不披露（ND）、道歉性自我披露（ApD）和自信的自我披露（AsD），然后由PWS进行叙述。参与者随后在语义差异量表上对PWS进行评分。结果显示，听众对ApD和ND状况的评分没有显著差异。AsD条件下的PWS被认为比ND条件下的PWS“不太合群”。PWS自信的披露似乎得到了女性听众的积极评价。熟悉PWS似乎会产生更积极的看法，表明有必要对公众进行口吃教育。

引用次数: 0

Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data 使用教师报告数据预测阿曼有阅读障碍风险学生的书面语言能力和语用学

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-03-17 DOI: 10.1177/15257401231160700

Fatma Alkaf, M. Emam, Rashid S. Almehrizi, A. Kazem, G. A. Troia, Muna Al-Bulushi

This study investigated whether teachers’ observations of pragmatic language competence predict literacy skills (and the reverse) in students referred for reading disabilities in Oman. A sample of 574 at-risk children between 7 and 12 years old participated. Teachers rated students’ pragmatic language, reading, and written expression. Results showed (a) teachers rated female students significantly higher in all three areas, while ratings were not different across grades; (b) relationships between pragmatics and literacy skills were significantly stronger for girls than for boys; (c) after controlling for gender and grade, pragmatic language competence accounted for significant unique variance in both reading and written expression; and (d) after controlling for gender and grade, reading and writing both contributed significant unique variance to pragmatic skills, and the standardized regression coefficients suggested stronger effects of literacy skills on pragmatics than pragmatics on literacy skills. Implications for school professionals and future research directions are discussed.

本研究调查了教师对语用语言能力的观察是否能预测阿曼阅读障碍学生的识字能力（反之亦然）。574名7至12岁的高危儿童参与了调查。老师们对学生的语用语言、阅读和书面表达进行了评分。结果显示：（a）教师对女生的评分在所有三个领域都明显较高，而各年级的评分没有差异；（b）女生的语用学和识字能力之间的关系明显强于男生；（c）在控制性别和年级后，语用能力在阅读和书面表达中都有显著的独特差异；（d）在控制性别和年级后，阅读和写作对语用技能都有显著的独特差异，标准化回归系数表明，识字技能对语用学的影响大于语用学对识字技能的影响。讨论了对学校专业人员的启示和未来的研究方向。

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引用次数: 0

Psychological Stress and Perceived School Success During COVID-19 Among Parents of Children Who Are Deaf or Hard of Hearing. 失聪或听力障碍儿童家长在2019冠状病毒病期间的心理压力和学业成绩感知

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-02-01 DOI: 10.1177/15257401221078788

Sanyin Cheng, Shengli Cheng

This study mainly explored psychological stress due to coronavirus disease 2019 (COVID-19) among parents of deaf and hard-of-hearing children and how it related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 213 parents of deaf and hard-of-hearing children. Results showed that parents' and children's characteristics were related to psychological stress due to COVID-19, which significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed.

本研究主要探讨中国大陆失聪和听障儿童家长因新冠肺炎(COVID-19)而产生的心理压力，及其与家长对学校成功的看法之间的关系。对213名失聪和听障儿童家长进行心理压力问卷和学业成功观调查。结果显示，家长和孩子的特征与新冠肺炎心理压力相关，显著负向预测家长对学校成功的看法。讨论了本研究的贡献、局限性和意义。

引用次数: 2

Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing. 正常听力儿童和失聪/听力障碍儿童在教育环境中自我报告的听力能力。

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-02-01 DOI: 10.1177/15257401221074412

Bonita Squires, Elizabeth Kay-Raining Bird

Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities.

在全纳教育环境中学习的失聪或听力障碍儿童必须意识到他们听到和理解口语的程度，以便为自己辩护。本研究采用简短访谈的主题分析法，探讨小学儿童自我报告的听力能力。参与者是16名D/HH和16名典型听力(TH) 7至12岁的加拿大单语英语使用者。孩子们被问及他们听到和理解老师、其他学生和不同环境中的人的能力。调查结果显示，在“没有困难”的回答数量以及与说话者和环境特征相关的听力障碍意识方面，不同群体的人有着惊人的相似之处。不出所料，患有D/HH的儿童更有可能讨论听力技术，并将困难归因于他们的听力能力。研究结果表明，在噪音能力上言语辨别能力差的D/HH儿童需要在发展听力能力的意识和表达困难方面得到支持。

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引用次数: 3

Neuromyelitis Optica Spectrum Disorder: Case Description and Information for Speech-Language Pathologists 视神经脊髓炎频谱障碍:个案描述及语言病理学家资讯

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-01-24 DOI: 10.1177/15257401221145887

Angela Burda, Courtney Banwart, Madison Engels, Heather Hogelucht, Lauren M. Lilly, Hallee Mingus, Deepthy.B. Nair, Madison Simon

Neuromyelitis optica spectrum disorder (NMOSD) is an acquired neurological disorder primarily affecting physical and visual functioning. There is a lack of empirical evidence in the existing literature about the nature of speech, language, and cognitive deficits associated with NMOSD. Hence, this case study provides assessment information about a 32-year-old female diagnosed with NMOSD who was administered the following formalized tests via teleconference: the Apraxia Battery for Adults–2nd edition, Cognitive Linguistic Quick Test, and Western Aphasia Battery-Revised. The participant, classified as having anomic aphasia, demonstrated good auditory and reading comprehension, writing difficulties, apraxia of speech, and mild difficulties with cognitive tasks requiring writing.

视神经脊髓炎谱系障碍(NMOSD)是一种主要影响身体和视觉功能的获得性神经系统疾病。在现有文献中，缺乏与NMOSD相关的言语、语言和认知缺陷的本质的经验证据。因此，本案例研究提供了一名32岁的NMOSD女性患者的评估信息，她通过电话会议进行了以下正式测试:成人失用测试-第二版，认知语言快速测试和西方失语症测试-修订版。参与者被归类为失语症，表现出良好的听觉和阅读理解能力，写作困难，言语失用症，以及需要写作的认知任务的轻度困难。

引用次数: 0

Teaching Language Sample Analysis to SLPs: A Descriptive Study SLP语言样本分析教学的描述性研究

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-01-19 DOI: 10.1177/15257401221145890

Sara C. Steele, L. Gibbons, Elizabeth E Leigh

Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to advance this line of inquiry by documenting how school-based speech–language pathologists’ (SLPs) perception and use of one computerized LSA program was affected by an 8-month training program. In this descriptive qualitative study, participants completed rating scales before and after training. Data were triangulated with semi-structured interviews and field notes. A content analysis approach was used to develop codes, subthemes, and themes from interviews. Speech–language pathologists preferred their familiar protocols, though their perceptions of computerized LSA shifted by the end of the training. Ultimately, SLPs viewed the depth of information gained from LSA as a benefit for supporting their diagnostic decisions and communicating with the educational team. The primary implementation barrier was time. Results inform features to consider for future training programs.

先前的研究已经表明语言样本分析(LSA)的好处，以及对大规模、标准化实施的重大限制。本项目的目的是通过记录一个为期8个月的培训计划如何影响学校语言病理学家(slp)对计算机化LSA程序的感知和使用，来推进这一研究方向。在这个描述性质的研究中，参与者在训练前后完成了评定量表。数据通过半结构化访谈和实地记录进行三角化处理。内容分析方法用于开发代码、子主题和访谈主题。语言病理学家更喜欢他们熟悉的协议，尽管他们对计算机化LSA的看法在训练结束时发生了变化。最终，slp将从LSA中获得的深度信息视为支持其诊断决策和与教育团队沟通的好处。主要的实施障碍是时间。结果通知功能，以考虑未来的培训计划。

引用次数: 0

Speech-Language Pathologists and Culturally Competent Intervention 语言病理学家与文化能力干预

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-01-17 DOI: 10.1177/15257401221145909

Anna Mixson, Megan-Brette Hamilton, Allison M. Plumb, Mary J. Sandage

This study explored speech-language pathologists’ (SLPs) demonstration of culturally responsive service provision when planning intervention. A fifteen-item survey revealed (a) SLPs consider culture when choosing therapeutic materials, and (b) family structure was the cultural factor selected by the most SLPs, followed closely by race and/or ethnicity. Religion was the least commonly selected cultural factor. Knowledge of multiple factors of culture should be considered to provide culturally competent intervention.

本研究探讨语言病理学家(slp)在计划干预时提供文化响应性服务的示范。一项包含15个项目的调查显示:(A) slp在选择治疗材料时会考虑文化因素，(b)家庭结构是大多数slp选择的文化因素，其次是种族和/或民族。宗教是最不常被选择的文化因素。应考虑文化的多种因素的知识，以提供文化胜任的干预。

引用次数: 0

Interrater Reliability of the FOCUS-34: Parent-to-Parent and Parent-to-Clinician FOCUS-34的询问者可靠性：父母对父母和父母对临床医生

IF 0.9 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly

Pub Date : 2023-01-12 DOI: 10.1177/15257401221146491

B. J. Cunningham, P. Rosenbaum, Anastasia Nepotiuk, N. Thomas-Stonell

This brief report presents interrater reliability data for the Focus on the Outcomes of Communication Under Six (FOCUS-34) between parents, and between parents and speech-language pathologists (SLPs). Reliability for all three raters combined was good to excellent across three assessments. Reliability for pairs of raters was variable but generally good.

这份简短的报告为父母之间以及父母与言语语言病理学家之间的“关注六岁以下沟通的结果”（Focus-34）提供了参与者间的可靠性数据。所有三个评分者的可靠性在三次评估中从良好到优秀。成对评分器的可靠性是可变的，但总体上是好的。

引用次数: 0

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