Pub Date : 2022-11-18DOI: 10.1177/15257401221132761
A. Shamir, Oren Tova, Shay Horovitz, Nicole Munits, Moris Amon, S. Eden
This preliminary study aimed to examine improvement in eye contact among children with autism spectrum disorder (ASD) following an innovative technological intervention integrated with meta-cognitive guidance. Eighteen ASD participants, ages 5–9, were divided into two equal intervention groups—one received metacognitive guidance, and one did not. An eye-contact assessment was conducted pre intervention and post intervention by tracing the children’s head and eye movements using a built-in laptop camera. The intervention included six 30-min sessions in which the participants played a computer game (C-Me) that required them to make eye contact with cartoon characters who needed assistance in solving a problem or completing a task. The results indicate that the technological intervention effectively promoted eye contact among all participants, especially those in the metacognitive intervention group.
{"title":"A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence","authors":"A. Shamir, Oren Tova, Shay Horovitz, Nicole Munits, Moris Amon, S. Eden","doi":"10.1177/15257401221132761","DOIUrl":"https://doi.org/10.1177/15257401221132761","url":null,"abstract":"This preliminary study aimed to examine improvement in eye contact among children with autism spectrum disorder (ASD) following an innovative technological intervention integrated with meta-cognitive guidance. Eighteen ASD participants, ages 5–9, were divided into two equal intervention groups—one received metacognitive guidance, and one did not. An eye-contact assessment was conducted pre intervention and post intervention by tracing the children’s head and eye movements using a built-in laptop camera. The intervention included six 30-min sessions in which the participants played a computer game (C-Me) that required them to make eye contact with cartoon characters who needed assistance in solving a problem or completing a task. The results indicate that the technological intervention effectively promoted eye contact among all participants, especially those in the metacognitive intervention group.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42889874","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 : 2022-11-03DOI: 10.1177/15257401221132763
Kun Yang
Echolalia is a typical feature of children with epilepsy and autism, but whether it is pathological is still controversial. This article aims to explore the contentious issue of echolalia based on data from three selected children with epilepsy and autism. Through discourse analysis, we explored two types of echolalia: immediate echolalia and delayed echolalia. It was found that the two types of echolalia were used to achieve interactional function, interpersonal function, and experiential function. Our research also found that the echolalia phenomenon reflected the participants’ pragmatic awareness when dealing with new information. This article will contribute to understanding echolalia in children with epilepsy and autism and provide intervention methods for children with language impairment.
{"title":"Where There Is an Echo, There Is an Intention: Understanding the Echolalia Phenomenon of Children With Epilepsy and Autism","authors":"Kun Yang","doi":"10.1177/15257401221132763","DOIUrl":"https://doi.org/10.1177/15257401221132763","url":null,"abstract":"Echolalia is a typical feature of children with epilepsy and autism, but whether it is pathological is still controversial. This article aims to explore the contentious issue of echolalia based on data from three selected children with epilepsy and autism. Through discourse analysis, we explored two types of echolalia: immediate echolalia and delayed echolalia. It was found that the two types of echolalia were used to achieve interactional function, interpersonal function, and experiential function. Our research also found that the echolalia phenomenon reflected the participants’ pragmatic awareness when dealing with new information. This article will contribute to understanding echolalia in children with epilepsy and autism and provide intervention methods for children with language impairment.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42148157","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 : 2022-11-01Epub Date: 2021-12-31DOI: 10.1177/15257401211068126
Leslie E Kokotek, Karla N Washington, Barbara Jane Cunningham, Rachel Wright Karem, Brittany Fletcher
The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children's communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.
{"title":"Focus on the Outcomes of Communication Under Six: Validation of Language Skills in the Jamaican Context.","authors":"Leslie E Kokotek, Karla N Washington, Barbara Jane Cunningham, Rachel Wright Karem, Brittany Fletcher","doi":"10.1177/15257401211068126","DOIUrl":"10.1177/15257401211068126","url":null,"abstract":"<p><p>The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children's communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"3-13"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11451996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567133","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 : 2022-09-17DOI: 10.1177/15257401221122677
Keisey Fumero, Carla L. Wood
The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 participants consisted of SLPs ( n = 406), English language arts teachers ( n = 178), special education teachers ( n = 201), and reading specialists ( n = 65). A survey elicited professional experience, self-efficacy related to the application of MK, and a MK measure. Correlations and analyses of variance (ANOVAs) between the groups that differed by disciplinary backgrounds were conducted to assess differences in MK and MK self-efficacy. The results yielded two key findings: (a) MK differs by profession, with SLPs performing with higher accuracy in morpheme counting and nonword derivation tasks and (b) MK self-efficacy differs by profession with reading specialists rating themselves significantly more confident than all other professions.
{"title":"Morphological Knowledge and Self-Efficacy of SLPs and Educators","authors":"Keisey Fumero, Carla L. Wood","doi":"10.1177/15257401221122677","DOIUrl":"https://doi.org/10.1177/15257401221122677","url":null,"abstract":"The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 participants consisted of SLPs ( n = 406), English language arts teachers ( n = 178), special education teachers ( n = 201), and reading specialists ( n = 65). A survey elicited professional experience, self-efficacy related to the application of MK, and a MK measure. Correlations and analyses of variance (ANOVAs) between the groups that differed by disciplinary backgrounds were conducted to assess differences in MK and MK self-efficacy. The results yielded two key findings: (a) MK differs by profession, with SLPs performing with higher accuracy in morpheme counting and nonword derivation tasks and (b) MK self-efficacy differs by profession with reading specialists rating themselves significantly more confident than all other professions.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158981","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 : 2022-08-29DOI: 10.1177/15257401221120790
Sofia Benson-Goldberg, Lori Geist, K. Erickson
The purpose of this large-scale descriptive study was to investigate the impact of an implementation model designed to provide classroom teachers with the knowledge, skills, and resources required to provide aided augmentative and alternative communication (AAC) instruction to their students with extensive support needs and complex communication needs. We followed 49 students with extensive support needs and limited symbolic communication across 2 years in the classrooms of 53 teachers who engaged in ongoing coaching and professional development. At pretest, the students demonstrated an average of 15 of the 80 (19%) expressive skills on the Communication Matrix. Multilevel longitudinal modeling was used to analyze changes in scores over time. The findings suggest there was a statistically significant relationship between time and Communication Matrix scores, with the ends of each academic year associated with statistically significant growth at rates of 3.01% and 12.38%, respectively. Implications for practice and future directions are discussed.
{"title":"Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model","authors":"Sofia Benson-Goldberg, Lori Geist, K. Erickson","doi":"10.1177/15257401221120790","DOIUrl":"https://doi.org/10.1177/15257401221120790","url":null,"abstract":"The purpose of this large-scale descriptive study was to investigate the impact of an implementation model designed to provide classroom teachers with the knowledge, skills, and resources required to provide aided augmentative and alternative communication (AAC) instruction to their students with extensive support needs and complex communication needs. We followed 49 students with extensive support needs and limited symbolic communication across 2 years in the classrooms of 53 teachers who engaged in ongoing coaching and professional development. At pretest, the students demonstrated an average of 15 of the 80 (19%) expressive skills on the Communication Matrix. Multilevel longitudinal modeling was used to analyze changes in scores over time. The findings suggest there was a statistically significant relationship between time and Communication Matrix scores, with the ends of each academic year associated with statistically significant growth at rates of 3.01% and 12.38%, respectively. Implications for practice and future directions are discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42019719","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 : 2022-08-29DOI: 10.1177/15257401221119969
K. Lentejas, Joseph Hin Yan Lam, Shelley Xiuli Tong
With the COVID-19 pandemic necessitating the adoption of telepractice for providing speech and language therapy services, this study investigated the factors affecting the perceptions and the implementation of telepractice for school-age children by speech-language pathologists (SLPs) in the Philippines. Sixty-four SLPs completed a 36-item online survey assessing the adoption of telepractice, implementation concerns, student candidacy, continuous training in telepractice, and the SLPs’ demographics. The SLPs reported that they quickly adopted telepractice in their services for school-age students at the start of the pandemic. Multiple linear regression analyses revealed that SLPs’ perceptions of the effectiveness of telepractice were significantly affected by implementation difficulties while SLPs’ future use of telepractice was significantly predicted by training and resource availability. These results suggest that professional training and other therapeutic resources are needed to alleviate SLPs’ concerns about difficulties in implementing and continuing use of telepractice.
{"title":"Professional Training and Therapeutic Resources Needed for the Adoption of Telepractice in the Philippines","authors":"K. Lentejas, Joseph Hin Yan Lam, Shelley Xiuli Tong","doi":"10.1177/15257401221119969","DOIUrl":"https://doi.org/10.1177/15257401221119969","url":null,"abstract":"With the COVID-19 pandemic necessitating the adoption of telepractice for providing speech and language therapy services, this study investigated the factors affecting the perceptions and the implementation of telepractice for school-age children by speech-language pathologists (SLPs) in the Philippines. Sixty-four SLPs completed a 36-item online survey assessing the adoption of telepractice, implementation concerns, student candidacy, continuous training in telepractice, and the SLPs’ demographics. The SLPs reported that they quickly adopted telepractice in their services for school-age students at the start of the pandemic. Multiple linear regression analyses revealed that SLPs’ perceptions of the effectiveness of telepractice were significantly affected by implementation difficulties while SLPs’ future use of telepractice was significantly predicted by training and resource availability. These results suggest that professional training and other therapeutic resources are needed to alleviate SLPs’ concerns about difficulties in implementing and continuing use of telepractice.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"257 - 265"},"PeriodicalIF":0.9,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42251729","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 : 2022-08-26DOI: 10.1177/15257401221120368
Gerard H. Poll, Janis Petru
Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents’ ability to successfully transition from secondary education to adult contexts, underscoring the need to understand age-related changes beyond childhood. There have been conflicting findings on whether metacognition is a general ability that applies to both learning and social communication, or an ability specific to each domain. In this observational study, 35 transition-age adolescents (14–22 years) of varied social communication abilities completed measures of metacognition for learning and metacognition for social communication. Each metacognitive measure included self-knowledge and self-regulation components. Metacognition for social communication increased with participant age but metacognition for learning did not. Metacognitive measures for learning and social communication did not significantly correlate. The self-regulation component of metacognition for social communication predicted pragmatic language ability, but self-regulation for learning did not. The findings suggest that metacognition is a domain-specific ability that contributes to social communication competence.
{"title":"Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity","authors":"Gerard H. Poll, Janis Petru","doi":"10.1177/15257401221120368","DOIUrl":"https://doi.org/10.1177/15257401221120368","url":null,"abstract":"Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents’ ability to successfully transition from secondary education to adult contexts, underscoring the need to understand age-related changes beyond childhood. There have been conflicting findings on whether metacognition is a general ability that applies to both learning and social communication, or an ability specific to each domain. In this observational study, 35 transition-age adolescents (14–22 years) of varied social communication abilities completed measures of metacognition for learning and metacognition for social communication. Each metacognitive measure included self-knowledge and self-regulation components. Metacognition for social communication increased with participant age but metacognition for learning did not. Metacognitive measures for learning and social communication did not significantly correlate. The self-regulation component of metacognition for social communication predicted pragmatic language ability, but self-regulation for learning did not. The findings suggest that metacognition is a domain-specific ability that contributes to social communication competence.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"266 - 274"},"PeriodicalIF":0.9,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48236471","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 : 2022-08-11DOI: 10.1177/15257401221114062
Chrysoula Vassiliu, Angeliki Mouzaki, Faye Antoniou, A. Ralli, Vassiliki Diamanti, Sophia Papaioannou, N. Katsos
The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural language (vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we compared the performance of children with ADHD to typically developing (TD) peers (n = 29) and also to children with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach statistical significance. Children with ADHD face difficulties with language skills and especially with structural language. Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be evaluated thoroughly for more effective intervention planning.
{"title":"Development of Structural and Pragmatic Language Skills in Children With Attention-Deficit/Hyperactivity Disorder","authors":"Chrysoula Vassiliu, Angeliki Mouzaki, Faye Antoniou, A. Ralli, Vassiliki Diamanti, Sophia Papaioannou, N. Katsos","doi":"10.1177/15257401221114062","DOIUrl":"https://doi.org/10.1177/15257401221114062","url":null,"abstract":"The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural language (vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we compared the performance of children with ADHD to typically developing (TD) peers (n = 29) and also to children with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach statistical significance. Children with ADHD face difficulties with language skills and especially with structural language. Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be evaluated thoroughly for more effective intervention planning.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"207 - 218"},"PeriodicalIF":0.9,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47848055","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 : 2022-08-04DOI: 10.1177/15257401221115822
Jae-Hyun Kim, B. Davies, Nan Xu Rattanasone
Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.
{"title":"Have You Heard of Developmental Language Disorder? An Online Survey","authors":"Jae-Hyun Kim, B. Davies, Nan Xu Rattanasone","doi":"10.1177/15257401221115822","DOIUrl":"https://doi.org/10.1177/15257401221115822","url":null,"abstract":"Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"228 - 238"},"PeriodicalIF":0.9,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42287404","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 : 2022-07-25DOI: 10.1177/15257401221113064
E. Zaretsky, Benjamin P. Lange
Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to choose test items that do not put BI at a disadvantage. Four-year-old children (N = 876) were tested with the German language screenings Sprachscreening für das Vorschulalter (SSV) and Kindersprachscreening (KiSS), including 38 non-words. BI scored significantly lower in NWRT than MO due to a limited command of German as well as a limited language input (e.g., length of kindergarten attendance). After the statistical deletion of children who did not speak German age-appropriately, BI outperformed MO on the SSV, without significant differences on the KiSS. Performance on NWRT depended on the children’s command of the German vocabulary and phonotactics. Several relatively “culture-fair” NWRT items were identified.
第二语言能力有限的双语儿童在基于第二语言的非单词重复任务（NWRT）中评估工作记忆的结果往往不令人满意。在这项研究中，对学龄前学习德语的单语者（MO）和双语者（BI）在基于德语的NWRT中的表现进行了比较，以选择不会使BI处于不利地位的测试项目。4岁儿童（N=876）接受了德语筛查Sprachscreening für das Vorschulalter（SSV）和Kindersprachscreening（KiSS），包括38个非单词。由于德语掌握能力有限以及语言输入有限（如幼儿园出勤时间），BI在NWRT中的得分明显低于MO。在对年龄不适合说德语的儿童进行统计删除后，BI在SSV方面优于MO，在KiSS方面没有显著差异。NWRT的表现取决于孩子们对德语词汇和发音策略的掌握。确定了几个相对“文化博览会”的NWRT项目。
{"title":"Language-Specific Non-Words for the Assessment of Working Memory: Dealing With Bilingual Children","authors":"E. Zaretsky, Benjamin P. Lange","doi":"10.1177/15257401221113064","DOIUrl":"https://doi.org/10.1177/15257401221113064","url":null,"abstract":"Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to choose test items that do not put BI at a disadvantage. Four-year-old children (N = 876) were tested with the German language screenings Sprachscreening für das Vorschulalter (SSV) and Kindersprachscreening (KiSS), including 38 non-words. BI scored significantly lower in NWRT than MO due to a limited command of German as well as a limited language input (e.g., length of kindergarten attendance). After the statistical deletion of children who did not speak German age-appropriately, BI outperformed MO on the SSV, without significant differences on the KiSS. Performance on NWRT depended on the children’s command of the German vocabulary and phonotactics. Several relatively “culture-fair” NWRT items were identified.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"219 - 227"},"PeriodicalIF":0.9,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49498021","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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