Pub Date : 2024-11-20DOI: 10.1016/j.jcomdis.2024.106478
Elizabeth Spencer Kelley , Lindsey Peters-Sanders , Houston Sanders , Keri Madsen , Yagmur Seven , Howard Goldstein
Introduction
The current study examined the extent to which static and dynamic measures of vocabulary and word learning predicted response and identified poor responders to a vocabulary intervention.
Methods
Participants were 46 preschool children in classrooms randomly assigned to complete the Story Friends intervention in two cluster-randomized efficacy trials. Children were administered a static measure of vocabulary knowledge and a dynamic assessment of explicit word learning prior to intervention. Vocabulary learning in response to intervention was assessed using a curriculum-based definitional task.
Results
Both the static and dynamic measures were significant predictors of vocabulary learning in response to intervention. The dynamic assessment alone predicted 25 % of variance in vocabulary learning; the static and dynamic measures in combination predicted 42 %. In the responsivity analysis, the dynamic measure provided the best accuracy for a single measure (76 %), but the most accurate classification was provided by a combination of static and dynamic measures (79. The static measure accurately identified 93 % of poor responders, whereas the dynamic measure accurately identified 88 %.
Conclusions
In this study, both static and dynamic measures predicted preschool children's response to vocabulary intervention and provided a mostly accurate classification of good and poor responders. Additional research can inform the use of dynamic assessment to predict response to intervention and to match children with intense interventions.
{"title":"Dynamic assessment of word learning as a predictor of response to vocabulary intervention","authors":"Elizabeth Spencer Kelley , Lindsey Peters-Sanders , Houston Sanders , Keri Madsen , Yagmur Seven , Howard Goldstein","doi":"10.1016/j.jcomdis.2024.106478","DOIUrl":"10.1016/j.jcomdis.2024.106478","url":null,"abstract":"<div><h3>Introduction</h3><div>The current study examined the extent to which static and dynamic measures of vocabulary and word learning predicted response and identified poor responders to a vocabulary intervention.</div></div><div><h3>Methods</h3><div>Participants were 46 preschool children in classrooms randomly assigned to complete the <em>Story Friends</em> intervention in two cluster-randomized efficacy trials. Children were administered a static measure of vocabulary knowledge and a dynamic assessment of explicit word learning prior to intervention. Vocabulary learning in response to intervention was assessed using a curriculum-based definitional task.</div></div><div><h3>Results</h3><div>Both the static and dynamic measures were significant predictors of vocabulary learning in response to intervention. The dynamic assessment alone predicted 25 % of variance in vocabulary learning; the static and dynamic measures in combination predicted 42 %. In the responsivity analysis, the dynamic measure provided the best accuracy for a single measure (76 %), but the most accurate classification was provided by a combination of static and dynamic measures (79. The static measure accurately identified 93 % of poor responders, whereas the dynamic measure accurately identified 88 %.</div></div><div><h3>Conclusions</h3><div>In this study, both static and dynamic measures predicted preschool children's response to vocabulary intervention and provided a mostly accurate classification of good and poor responders. Additional research can inform the use of dynamic assessment to predict response to intervention and to match children with intense interventions.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106478"},"PeriodicalIF":1.8,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142698636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.jcomdis.2024.106474
Rachel K. Johnson , Jane Puhlman , Daniel J. Puhlman
Introduction
A longstanding aim of the American Speech and Hearing Association is to diversify professional representation. Despite their efforts, a prevalent disparity in male representation persists. The purpose of this study is to explore the experiences of males currently enrolled in a speech-language pathology (SLP) program to better understand barriers to entering the field and identify ways to increase the number of males practicing as speech-language pathologists.
Method
Twenty-one male students enrolled in an undergraduate or graduate SLP program in the United States participated in four focus group discussions. The 60 minute semi-structured interviews held virtually were recorded and transcribed verbatim. Data were analyzed thematically from an experiential orientation using an inductive approach grounded in the data to explore male experiences and perspectives as an underrepresented student in the program.
Results
The analysis generated three themes: (1) Harnessing Heterogeneity, (2) Building Community and a Supportive Infrastructure, and (3) Infectious Attitudes and Perception. The experiences highlight the strengths and shortcomings of the profession and reveal the cultural landscape.
Conclusions
The findings reinforce the need for outreach efforts to increase awareness of the profession and highlight the importance of mentoring programs to provide the support and guidance needed for success.
{"title":"Shifting from a female-dominated profession: The perceptions and experiences of male students in communication sciences and disorders","authors":"Rachel K. Johnson , Jane Puhlman , Daniel J. Puhlman","doi":"10.1016/j.jcomdis.2024.106474","DOIUrl":"10.1016/j.jcomdis.2024.106474","url":null,"abstract":"<div><h3>Introduction</h3><div>A longstanding aim of the American Speech and Hearing Association is to diversify professional representation. Despite their efforts, a prevalent disparity in male representation persists. The purpose of this study is to explore the experiences of males currently enrolled in a speech-language pathology (SLP) program to better understand barriers to entering the field and identify ways to increase the number of males practicing as speech-language pathologists.</div></div><div><h3>Method</h3><div>Twenty-one male students enrolled in an undergraduate or graduate SLP program in the United States participated in four focus group discussions. The 60 minute semi-structured interviews held virtually were recorded and transcribed verbatim. Data were analyzed thematically from an experiential orientation using an inductive approach grounded in the data to explore male experiences and perspectives as an underrepresented student in the program.</div></div><div><h3>Results</h3><div>The analysis generated three themes: (1) Harnessing Heterogeneity, (2) Building Community and a Supportive Infrastructure, and (3) Infectious Attitudes and Perception. The experiences highlight the strengths and shortcomings of the profession and reveal the cultural landscape.</div></div><div><h3>Conclusions</h3><div>The findings reinforce the need for outreach efforts to increase awareness of the profession and highlight the importance of mentoring programs to provide the support and guidance needed for success.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106474"},"PeriodicalIF":1.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-24DOI: 10.1016/j.jcomdis.2024.106472
Michelle C. Swift , Martha Depasquale , Junwen Chen
Purpose
Adults who stutter are at risk of developing high levels of social anxiety, leading to negative outcomes and contributing towards stuttering relapse post treatment. To ensure that psychological treatments for social anxiety in stuttering adults are relevant and effective, a broader empirical understanding of the mechanisms of social anxiety in stuttering populations is required. Four key cognitive processing biases identified as maintenance factors in cognitive behavioral models of social anxiety were examined: self-focused attention, safety behavior use, negative self-imagery, and interpretation bias.
Methods
Adults who stutter and non-stuttering adults (N = 186) were assessed via an online survey. Participants were categorised into two groups based on stuttering: formally diagnosed stuttering and non-stuttering. Within those groups, participants were further categorised as having low or high levels of social anxiety. Cognitive processing bias was assessed in response to two hypothetical social scenarios (i.e., social interaction and social performance).
Results
As predicted, in both adults who stutter and who are non-stuttering, high social anxiety was related to greater self-focused attention, safety behavior use and negative self-imagery compared to low social anxiety. No significant effect of social anxiety or stuttering was found in relation to interpretation bias. A significant effect of social anxiety upon negative self-imagery was observed in formally-diagnosed adults who stutter compared to non-stuttering adults.
Conclusion
The results support the use of cognitive behavioral models of social anxiety as a framework for research and treatment development within stuttering populations.
{"title":"Cognitive processing biases of social anxiety in adults who do and do not stutter","authors":"Michelle C. Swift , Martha Depasquale , Junwen Chen","doi":"10.1016/j.jcomdis.2024.106472","DOIUrl":"10.1016/j.jcomdis.2024.106472","url":null,"abstract":"<div><h3>Purpose</h3><div>Adults who stutter are at risk of developing high levels of social anxiety, leading to negative outcomes and contributing towards stuttering relapse post treatment. To ensure that psychological treatments for social anxiety in stuttering adults are relevant and effective, a broader empirical understanding of the mechanisms of social anxiety in stuttering populations is required. Four key cognitive processing biases identified as maintenance factors in cognitive behavioral models of social anxiety were examined: self-focused attention, safety behavior use, negative self-imagery, and interpretation bias.</div></div><div><h3>Methods</h3><div>Adults who stutter and non-stuttering adults (<em>N</em> = 186) were assessed via an online survey. Participants were categorised into two groups based on stuttering: formally diagnosed stuttering and non-stuttering. Within those groups, participants were further categorised as having low or high levels of social anxiety. Cognitive processing bias was assessed in response to two hypothetical social scenarios (i.e., social interaction and social performance).</div></div><div><h3>Results</h3><div>As predicted, in both adults who stutter and who are non-stuttering, high social anxiety was related to greater self-focused attention, safety behavior use and negative self-imagery compared to low social anxiety. No significant effect of social anxiety or stuttering was found in relation to interpretation bias. A significant effect of social anxiety upon negative self-imagery was observed in formally-diagnosed adults who stutter compared to non-stuttering adults.</div></div><div><h3>Conclusion</h3><div>The results support the use of cognitive behavioral models of social anxiety as a framework for research and treatment development within stuttering populations.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106472"},"PeriodicalIF":1.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-14DOI: 10.1016/j.jcomdis.2024.106473
Saburo Takahashi , Daichi Iimura , Osamu Ishida
Introduction
Stuttering is influenced by different linguistic factors, such as sentence- and word-level factors. However, its developmental differences remain unclear. Thus, this study examined the developmental differences in the linguistic factors associated with stuttering-like disfluencies (SLD) among Japanese preschool and school-aged children who stutter.
Methods
We analyzed utterances from 30 Japanese-speaking children who stutter aged 5–10 years. Participants were divided into three groups according to their age (5–6, 7–8, and 9–10 years old).
Results
Significant effects of sentence length, bunsetsu length, syllable weight, and bi-mora frequency on SLD frequency were observed across the age groups. In contrast, there was not a significant effect of mora frequency on SLD frequency.
Conclusions
Both sentence- and word-level factors affected SLD in children who stutter aged 5–10 years. Future research should be conducted with children below 5 years of age to observe detailed developmental differences in the linguistic factors that affect stuttering.
{"title":"Linguistic factors associated with stuttering-like disfluencies in Japanese preschool and school-aged children who stutter","authors":"Saburo Takahashi , Daichi Iimura , Osamu Ishida","doi":"10.1016/j.jcomdis.2024.106473","DOIUrl":"10.1016/j.jcomdis.2024.106473","url":null,"abstract":"<div><h3>Introduction</h3><div>Stuttering is influenced by different linguistic factors, such as sentence- and word-level factors. However, its developmental differences remain unclear. Thus, this study examined the developmental differences in the linguistic factors associated with stuttering-like disfluencies (SLD) among Japanese preschool and school-aged children who stutter.</div></div><div><h3>Methods</h3><div>We analyzed utterances from 30 Japanese-speaking children who stutter aged 5–10 years. Participants were divided into three groups according to their age (5–6, 7–8, and 9–10 years old).</div></div><div><h3>Results</h3><div>Significant effects of sentence length, bunsetsu length, syllable weight, and bi-mora frequency on SLD frequency were observed across the age groups. In contrast, there was not a significant effect of mora frequency on SLD frequency.</div></div><div><h3>Conclusions</h3><div>Both sentence- and word-level factors affected SLD in children who stutter aged 5–10 years. Future research should be conducted with children below 5 years of age to observe detailed developmental differences in the linguistic factors that affect stuttering.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106473"},"PeriodicalIF":1.8,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-06DOI: 10.1016/j.jcomdis.2024.106471
Margaret L. Greenwald, Derek E. Daniels
Introduction
Members of law enforcement and the general public who have limited knowledge of persons with communication impairments (PCI) may misinterpret their communication behaviors. Few studies exist about communication between PCI and law enforcement, and data are lacking about the factors that may influence their interactions. Considering this need, we addressed the following research questions: How will PCI describe their attitudes and experiences related to interacting with law enforcement? What individual characteristics may influence these attitudes and experiences?
Methods
In individual semi-structured interviews, we asked 10 adults with speech-language differences (aphasia, dysarthria, or stuttering) to describe their experiences of interacting with members of law enforcement, the communication strategies they would use when interacting with law enforcement, and what they would like members of law enforcement to know about their communication needs. In qualitative analyses, we generated themes from the data.
Results
Three main themes and four subthemes were evident in participant responses. Participant emotions and communication behavior were affected in complex ways during their interactions with a person of authority in uniform. In this sample of PCI, levels of confidence about communicating with strangers were lower for participants with no visible characteristics versus those who exhibited these signs. The participants recommended communication strategies for use by members of law enforcement.
Conclusions
These findings extend the limited literature on this topic to include factors that appear to influence the attitudes and experiences of PCI during their interactions with law enforcement. In clinical application, speech-language pathologists have an important role to play in assisting clients to practice individualized communication strategies for interactions with law enforcement in various contexts. Further research is needed into the perspectives of PCI and the attitudes and experiences of law enforcement when interacting with PCI.
{"title":"When adults with speech-language impairment meet law enforcement: A qualitative analysis of client experiences","authors":"Margaret L. Greenwald, Derek E. Daniels","doi":"10.1016/j.jcomdis.2024.106471","DOIUrl":"10.1016/j.jcomdis.2024.106471","url":null,"abstract":"<div><h3>Introduction</h3><div>Members of law enforcement and the general public who have limited knowledge of persons with communication impairments (PCI) may misinterpret their communication behaviors. Few studies exist about communication between PCI and law enforcement, and data are lacking about the factors that may influence their interactions. Considering this need, we addressed the following research questions: How will PCI describe their attitudes and experiences related to interacting with law enforcement? What individual characteristics may influence these attitudes and experiences?</div></div><div><h3>Methods</h3><div>In individual semi-structured interviews, we asked 10 adults with speech-language differences (aphasia, dysarthria, or stuttering) to describe their experiences of interacting with members of law enforcement, the communication strategies they would use when interacting with law enforcement, and what they would like members of law enforcement to know about their communication needs. In qualitative analyses, we generated themes from the data.</div></div><div><h3>Results</h3><div>Three main themes and four subthemes were evident in participant responses. Participant emotions and communication behavior were affected in complex ways during their interactions with a person of authority in uniform. In this sample of PCI, levels of confidence about communicating with strangers were lower for participants with no visible characteristics versus those who exhibited these signs. The participants recommended communication strategies for use by members of law enforcement.</div></div><div><h3>Conclusions</h3><div>These findings extend the limited literature on this topic to include factors that appear to influence the attitudes and experiences of PCI during their interactions with law enforcement. In clinical application, speech-language pathologists have an important role to play in assisting clients to practice individualized communication strategies for interactions with law enforcement in various contexts. Further research is needed into the perspectives of PCI and the attitudes and experiences of law enforcement when interacting with PCI.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106471"},"PeriodicalIF":1.8,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1016/j.jcomdis.2024.106470
Rebecca L. Jarzynski , Milijana Buac
Introduction
Early intervention (EI) speech-language pathologists (SLPs) are required to provide culturally and linguistically responsive assessments for dual language learners (DLLs). However, SLPs consistently report feeling underprepared to assess DLLs and research demonstrates gaps in implementation of best practices in pediatric outpatient and school-based settings. This study was designed to understand EI SLPs’ beliefs and practices related to assessing DLLs referred to early intervention programs.
Methods
A total of 132 EI SLPs completed a survey in which they were asked to describe their assessment procedures for a DLL case scenario and were further asked to identify the degree to which they agreed with a variety of assessment practices for assessing DLLs.
Results
Results revealed that EI SLPs’ beliefs aligned with best practices for assessing DLLs. However, substantial gaps exist between EI SLPs’ beliefs and their self-reported practices for assessing DLLs.
Conclusions
These results suggest DLLs may not be receiving evidence-based EI assessments, leading to the potential perpetuation of both over- and under-diagnosis of speech and language delays within this population. Implications include the need to increase the quality of EI SLPs assessment practices through additional training, the removal of systems-level barriers, and the continued need for increased training within preprofessional training programs.
{"title":"Early intervention speech-language pathologists’ beliefs and practices related to assessing dual language learners","authors":"Rebecca L. Jarzynski , Milijana Buac","doi":"10.1016/j.jcomdis.2024.106470","DOIUrl":"10.1016/j.jcomdis.2024.106470","url":null,"abstract":"<div><h3>Introduction</h3><div>Early intervention (EI) speech-language pathologists (SLPs) are required to provide culturally and linguistically responsive assessments for dual language learners (DLLs). However, SLPs consistently report feeling underprepared to assess DLLs and research demonstrates gaps in implementation of best practices in pediatric outpatient and school-based settings. This study was designed to understand EI SLPs’ beliefs and practices related to assessing DLLs referred to early intervention programs.</div></div><div><h3>Methods</h3><div>A total of 132 EI SLPs completed a survey in which they were asked to describe their assessment procedures for a DLL case scenario and were further asked to identify the degree to which they agreed with a variety of assessment practices for assessing DLLs.</div></div><div><h3>Results</h3><div>Results revealed that EI SLPs’ beliefs aligned with best practices for assessing DLLs. However, substantial gaps exist between EI SLPs’ beliefs and their self-reported practices for assessing DLLs.</div></div><div><h3>Conclusions</h3><div>These results suggest DLLs may not be receiving evidence-based EI assessments, leading to the potential perpetuation of both over- and under-diagnosis of speech and language delays within this population. Implications include the need to increase the quality of EI SLPs assessment practices through additional training, the removal of systems-level barriers, and the continued need for increased training within preprofessional training programs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106470"},"PeriodicalIF":1.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-21DOI: 10.1016/j.jcomdis.2024.106467
Linda M. Thibodeau , Virginia Leach , Akhilandeshwari Sivaswami , Shuang Qi
Introduction
Remote microphone (RM) systems are designed to enhance speech recognition in noisy environments by improving the signal-to-noise ratio (SNR) for individuals with typical hearing (TH) and hearing impairment (HI). The aim of this investigation was to evaluate the advantages of speech recognition in noise for individuals with TH in a simulated group setting using two different remote microphones.
Methods
A quasi-experimental, repeated-measures design was employed, involving ten participants with TH, ages 20 to 63 years. Each were fit with Roger Focus receivers bilaterally to listen to three RM conditions: Roger Select, Roger Pen, and no technology. Participants were instructed to transcribe sentences that were presented randomly at varying signal-to-noise ratios (SNRs: 0, -5, and -10 dB) from five speakers positioned equidistant around a circular table to simulate a group dining scenario.
Results
Significant main effects of the technology condition and noise level (p < .05) were found. Participants exhibited superior performance with Roger Select compared to Roger Pen. As expected, recognition rates decreased with lower SNRs across all three technology conditions.
Conclusions
To enhance speech recognition in group settings for individuals with TH, the utilization of the Roger Select microphone in conjunction with bilateral Roger Focus receivers is recommended over the Roger Pen
引言：远程麦克风（RM）系统旨在通过提高典型听力（TH）和听力障碍（HI）患者的信噪比（SNR）来增强噪声环境中的语音识别能力。本调查的目的是在模拟群体环境中使用两种不同的远程麦克风，评估有典型听力障碍的人在噪声环境中进行语音识别的优势：采用了准实验、重复测量设计，共有 10 名患有听力障碍的参与者参加，他们的年龄在 20 岁至 63 岁之间。每个人的双侧都安装了 Roger Focus 接收器，以聆听三种 RM 条件：Roger Select、Roger Pen 和无技术。参与者被要求抄写在不同信噪比（SNR：0、-5 和 -10 dB）下随机播放的句子：结果发现，技术条件和噪音水平具有显著的主效应（p < .05）。与 Roger Pen 相比，Roger Select 的识别率更高。正如预期的那样，在所有三种技术条件下，识别率随着信噪比的降低而降低：为了提高 TH 患者在集体环境中的语音识别能力，建议使用 Roger Select 麦克风和双侧 Roger Focus 接收器，而不是 Roger Pen。
{"title":"Benefits of speech recognition in noise using remote microphones for people with typical hearing","authors":"Linda M. Thibodeau , Virginia Leach , Akhilandeshwari Sivaswami , Shuang Qi","doi":"10.1016/j.jcomdis.2024.106467","DOIUrl":"10.1016/j.jcomdis.2024.106467","url":null,"abstract":"<div><h3>Introduction</h3><div>Remote microphone (RM) systems are designed to enhance speech recognition in noisy environments by improving the signal-to-noise ratio (SNR) for individuals with typical hearing (TH) and hearing impairment (HI). The aim of this investigation was to evaluate the advantages of speech recognition in noise for individuals with TH in a simulated group setting using two different remote microphones.</div></div><div><h3>Methods</h3><div>A quasi-experimental, repeated-measures design was employed, involving ten participants with TH, ages 20 to 63 years. Each were fit with Roger Focus receivers bilaterally to listen to three RM conditions: Roger Select, Roger Pen, and no technology. Participants were instructed to transcribe sentences that were presented randomly at varying signal-to-noise ratios (SNRs: 0, -5, and -10 dB) from five speakers positioned equidistant around a circular table to simulate a group dining scenario.</div></div><div><h3>Results</h3><div>Significant main effects of the technology condition and noise level (<em>p</em> < .05) were found. Participants exhibited superior performance with Roger Select compared to Roger Pen. As expected, recognition rates decreased with lower SNRs across all three technology conditions.</div></div><div><h3>Conclusions</h3><div>To enhance speech recognition in group settings for individuals with TH, the utilization of the Roger Select microphone in conjunction with bilateral Roger Focus receivers is recommended over the Roger Pen</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106467"},"PeriodicalIF":1.8,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-16DOI: 10.1016/j.jcomdis.2024.106466
Anna Babarczy , Dorottya Dobó , Péter Nagy , Andrea Mészáros , Ágnes Lukács
Introduction
Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF).
Method
ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18).
Results
Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary.
Conclusion
Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.
导言：许多研究都将心智理论（ToM）的缺陷与语言问题联系在一起。我们的目的是探索儿童在对语言技能要求极低的心智图式（ToM）任务和同时依赖心智图式和语言的语用推断任务中表现模式的异同。我们评估了不同认知能力的儿童（8-14 岁）在语用推理技能和 ToM 方面的差异。我们进一步比较了语用推理能力与语用能力对核心语言技能、记忆力和执行功能（EF）的敏感性。语用能力通过含意理解任务进行评估。接受词汇、语法理解、短期记忆和工作记忆（STM 和 WM）能力以及 EF 是通过作者实验室开发的标准任务和测试的匈牙利语改编版进行测量的。除了典型发育（TD）儿童（n = 33）外，我们还纳入了ToM和/或语言能力易受影响的神经发育障碍儿童：自闭症谱系障碍（ASD，n = 26）、注意缺陷多动障碍（ADHD，n = 25）和发育性语言障碍（DLD，n = 18）。ASD 组的 ToM 和语用推理能力均有缺陷，但相对于 TD 儿童而言，ADHD 或 DLD 儿童在这两种能力上均没有明显缺陷。然而，SAT-MC-II 的结果只受言语 WM 和词汇量测量的影响，而语用能力的表现则与 STM、言语 WM、EF、语法技能和词汇量相关。
{"title":"Variability of theory of mind versus pragmatic ability in typical and atypical development","authors":"Anna Babarczy , Dorottya Dobó , Péter Nagy , Andrea Mészáros , Ágnes Lukács","doi":"10.1016/j.jcomdis.2024.106466","DOIUrl":"10.1016/j.jcomdis.2024.106466","url":null,"abstract":"<div><h3>Introduction</h3><div>Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF).</div></div><div><h3>Method</h3><div>ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (<em>n</em> = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, <em>n</em> = 26), attention deficit hyperactivity disorder (ADHD, <em>n</em> = 25) and developmental language disorder (DLD, <em>n</em> = 18).</div></div><div><h3>Results</h3><div>Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary.</div></div><div><h3>Conclusion</h3><div>Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106466"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000625/pdfft?md5=5e60c1dd74e8600cb2a6bdb1c95abfda&pid=1-s2.0-S0021992424000625-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-13DOI: 10.1016/j.jcomdis.2024.106469
Gil Zukerman , Michal Icht , Avi Zigdon , Liat Korn
Introduction
Cluttering, a fluency disorder characterized by fast and irregular speech patterns, receives relatively limited research attention. Consequently, the association between cluttering and measures of well-being remains unexplored. In contrast, stuttering, another fluency disorder, has been associated with anxiety and depression. The present study examines whether an individual's experience of cluttering characteristics is related to alterations in both positive and negative measures of well-being. To achieve this, we assessed the relationship between Self-Identified Cluttering Characteristics (SICC) and measures of well-being in a sizeable sample of 1201 university students. Our main objective was to explore the potential impact of self-inefficacy on the association between SICC and well-being.
Methods
Consistent with prior research, participants identified themselves as having cluttering characteristics (SICC) or no-cluttering characteristics (SINCC) based on a verbal and written explanation of the disorder. They also completed questionnaires on psychological well-being indices and self-inefficacy.
Results
In total, 276 respondents identified themselves as having cluttering characteristics. In regression models, both SICC and self-inefficacy were predictive of greater negative well-being, increased depressive symptoms, and heightened psychosomatic symptoms. Interestingly, ADHD diagnosis was associated with less negative well-being. Positive well-being indicators (positive future orientation and subjective happiness) were solely predicted by self-inefficacy. Supporting these findings, supplementary regressions including only 56 SICC participants who reported being treated for cluttering yielded similar results. Utilizing Hayes's PROCESS computational procedures to test moderation revealed that self-inefficacy significantly moderated the association between SICC and negative well-being (depressive symptoms) as well as the association between SICC and positive well-being (positive future orientation).
Conclusions
The findings underscore alterations in well-being among individuals who identify themselves as experiencing cluttering characteristics. Primarily, heightened negative well-being was noted in those with SICC, yet individual self-inefficacy reports mitigated this effect. Overall, SICC exacerbates negative well-being rather than diminishing positive well-being. These findings point to the importance of integrating mental health assessment and intervention into clinical practice for individuals with cluttering symptoms and the potential benefits of interventions targeting self-inefficacy to improve overall well-being in this population.
{"title":"Self-inefficacy's impact on well-being indices in students self-identifying with cluttering characteristics","authors":"Gil Zukerman , Michal Icht , Avi Zigdon , Liat Korn","doi":"10.1016/j.jcomdis.2024.106469","DOIUrl":"10.1016/j.jcomdis.2024.106469","url":null,"abstract":"<div><h3>Introduction</h3><p>Cluttering, a fluency disorder characterized by fast and irregular speech patterns, receives relatively limited research attention. Consequently, the association between cluttering and measures of well-being remains unexplored. In contrast, stuttering, another fluency disorder, has been associated with anxiety and depression. The present study examines whether an individual's experience of cluttering characteristics is related to alterations in both positive and negative measures of well-being. To achieve this, we assessed the relationship between Self-Identified Cluttering Characteristics (SICC) and measures of well-being in a sizeable sample of 1201 university students. Our main objective was to explore the potential impact of self-inefficacy on the association between SICC and well-being.</p></div><div><h3>Methods</h3><p>Consistent with prior research, participants identified themselves as having cluttering characteristics (SICC) or no-cluttering characteristics (SINCC) based on a verbal and written explanation of the disorder. They also completed questionnaires on psychological well-being indices and self-inefficacy.</p></div><div><h3>Results</h3><p>In total, 276 respondents identified themselves as having cluttering characteristics. In regression models, both SICC and self-inefficacy were predictive of greater negative well-being, increased depressive symptoms, and heightened psychosomatic symptoms. Interestingly, ADHD diagnosis was associated with less negative well-being. Positive well-being indicators (positive future orientation and subjective happiness) were solely predicted by self-inefficacy. Supporting these findings, supplementary regressions including only 56 SICC participants who reported being treated for cluttering yielded similar results. Utilizing Hayes's PROCESS computational procedures to test moderation revealed that self-inefficacy significantly moderated the association between SICC and negative well-being (depressive symptoms) as well as the association between SICC and positive well-being (positive future orientation).</p></div><div><h3>Conclusions</h3><p>The findings underscore alterations in well-being among individuals who identify themselves as experiencing cluttering characteristics. Primarily, heightened negative well-being was noted in those with SICC, yet individual self-inefficacy reports mitigated this effect. Overall, SICC exacerbates negative well-being rather than diminishing positive well-being. These findings point to the importance of integrating mental health assessment and intervention into clinical practice for individuals with cluttering symptoms and the potential benefits of interventions targeting self-inefficacy to improve overall well-being in this population.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106469"},"PeriodicalIF":1.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142270687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-11DOI: 10.1016/j.jcomdis.2024.106468
Julia S. Kerrigan , Shelley B. Brundage
Introduction
Significant research has explored the lived experiences of adults who stutter, but less research exists regarding the lived experiences of children who stutter. The opinions and ideas of children who stutter may differ from those of adults, making it important for clinicians and researchers to obtain information directly from children who stutter. Asking children directly can lead to treatment outcomes and research questions that better align with the children's needs and values. Method: Interviews with 18 children who stutter (9 girls/9 boys) ages 8–17 were sourced from the Voices of Children Who Stutter database located at Talkbank.org. Interview questions asked the children about living with a stutter, participating in stuttering support organizations (SSOs), and their perspectives on treatment. Qualitative, phenomenological analysis was performed on their answers following standardized qualitative procedures. Results: Analysis of 910 total utterances yielded 7 themes and 9 subthemes. Themes indicated that the children: (a) had significant knowledge regarding their own stuttering, (b) had opinions regarding what constituted worthwhile treatment outcomes, (c) were clear about desirable clinician characteristics for working with kids who stutter, and (d) saw the benefits of being part of a community. Conclusions: Themes revealed that overall, children who stutter exhibit deep understanding regarding their experiences with stuttering, which clinicians can harness in person-centered goal setting. Additionally, the participants express the importance of participating in stuttering support organizations.
{"title":"Lived experiences of children who stutter in their own voices","authors":"Julia S. Kerrigan , Shelley B. Brundage","doi":"10.1016/j.jcomdis.2024.106468","DOIUrl":"10.1016/j.jcomdis.2024.106468","url":null,"abstract":"<div><h3>Introduction</h3><p>Significant research has explored the lived experiences of adults who stutter, but less research exists regarding the lived experiences of children who stutter. The opinions and ideas of children who stutter may differ from those of adults, making it important for clinicians and researchers to obtain information directly from children who stutter. Asking children directly can lead to treatment outcomes and research questions that better align with the children's needs and values. Method: Interviews with 18 children who stutter (9 girls/9 boys) ages 8–17 were sourced from the Voices of Children Who Stutter database located at Talkbank.org. Interview questions asked the children about living with a stutter, participating in stuttering support organizations (SSOs), and their perspectives on treatment. Qualitative, phenomenological analysis was performed on their answers following standardized qualitative procedures. Results: Analysis of 910 total utterances yielded 7 themes and 9 subthemes. Themes indicated that the children: (a) had significant knowledge regarding their own stuttering, (b) had opinions regarding what constituted worthwhile treatment outcomes, (c) were clear about desirable clinician characteristics for working with kids who stutter, and (d) saw the benefits of being part of a community. Conclusions: Themes revealed that overall, children who stutter exhibit deep understanding regarding their experiences with stuttering, which clinicians can harness in person-centered goal setting. Additionally, the participants express the importance of participating in stuttering support organizations.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106468"},"PeriodicalIF":1.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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