Pub Date : 2025-01-01DOI: 10.1016/j.jcomdis.2024.106488
N. Gascón , I. Baixauli , C. Moret-Tatay
Introduction
The Language Use Inventory (LUI) is a standardized parent-report questionnaire to assess pragmatic language development in children 18 to 47 months of age. The aim of this study is to describe the translation of the Language Use Inventory (LUI) from English to Spanish and to report findings on the Spanish version's reliability, validity and developmental sensitivity.
Methods
The original English version of the LUI was translated into Spanish. Parents of 236 typically developing children completed the inventory. A sub-sample of 107 participants completed the LUI-Spanish, again within 2 weeks, to assess test-retest reliability.
Results
Results showed that the LUI-Spanish demonstrates robust psychometric properties, exhibiting strong internal consistency and test-retest reliability, as well as good developmental sensitivity. Children's scores showed a decrease with age in the subscales that assess communication with gestures. In contrast, subscales that assess communication with sentences obtained significant higher scores with participants' age. No significant differences were found in terms of gender.
Conclusions
Findings indicate that the LUI-Spanish is a suitable tool for assessing the pragmatic skills of toddlers and preschool-aged children.
{"title":"Reliability, validity and developmental sensitivity of the Language Use Inventory (LUI) in the Spanish context","authors":"N. Gascón , I. Baixauli , C. Moret-Tatay","doi":"10.1016/j.jcomdis.2024.106488","DOIUrl":"10.1016/j.jcomdis.2024.106488","url":null,"abstract":"<div><h3>Introduction</h3><div>The Language Use Inventory (LUI) is a standardized parent-report questionnaire to assess pragmatic language development in children 18 to 47 months of age. The aim of this study is to describe the translation of the Language Use Inventory (LUI) from English to Spanish and to report findings on the Spanish version's reliability, validity and developmental sensitivity.</div></div><div><h3>Methods</h3><div>The original English version of the LUI was translated into Spanish. Parents of 236 typically developing children completed the inventory. A sub-sample of 107 participants completed the LUI-Spanish, again within 2 weeks, to assess test-retest reliability.</div></div><div><h3>Results</h3><div>Results showed that the LUI-Spanish demonstrates robust psychometric properties, exhibiting strong internal consistency and test-retest reliability, as well as good developmental sensitivity. Children's scores showed a decrease with age in the subscales that assess communication with gestures. In contrast, subscales that assess communication with sentences obtained significant higher scores with participants' age. No significant differences were found in terms of gender.</div></div><div><h3>Conclusions</h3><div>Findings indicate that the LUI-Spanish is a suitable tool for assessing the pragmatic skills of toddlers and preschool-aged children.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106488"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819933","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 : 2025-01-01DOI: 10.1016/j.jcomdis.2024.106491
Imke Kissel , Iris Meerschman , Peter Tomassen , Evelien D'haeseleer , Kristiane Van Lierde
Objective
Unilateral vocal fold paralysis (UVFP) frequently causes severe dysphonia, which necessitates multidisciplinary treatment. Literature on outcomes of interventions has primarily focused on vocal fold motility or instrumental vocal outcomes, but the perspectives of patients about the treatment process have not yet been investigated. The purpose of the study was therefore to explore patient experiences with healthcare for UVFP.
Methods
Twenty-four adults with UVFP (age range: 39 – 84 years) participated in the study. Semi-structured interviews were conducted, transcribed, and analyzed with the software program NVivo. An inductive thematic approach was used to code and analyze the interviews.
Results
Three themes were identified through the qualitative analyses: (1) the healthcare professional (HCP), (2) experiences with treatment, and (3) patient support. The laryngologist and speech-language pathologist (SLP) were crucial HCPs during treatment, and patients relied heavily on their advice, so they expected them to be knowledgeable about UVFP and empathic towards their patients. Voice therapy was mostly a positive experience due to the collaborative therapeutic relationship with the SLP, even though it did not yield sufficient voice improvements. Medialization surgery was a relief for some participants, while others expected more or felt too vulnerable to undergo surgery. Sources of patient support included personal connections such as relatives and fellow patients, but participants expressed a need for increased support and guidance from the healthcare system.
Conclusion
Overall, participants were satisfied with the care that they had received, but certain barriers and needs within UVFP healthcare were identified. The findings from the current study can help guide the development of initiatives to better support patients and HCPs and improve patient-centered care in UVFP.
{"title":"Experiences with healthcare for unilateral vocal fold paralysis: A qualitative study of the patient's perspective","authors":"Imke Kissel , Iris Meerschman , Peter Tomassen , Evelien D'haeseleer , Kristiane Van Lierde","doi":"10.1016/j.jcomdis.2024.106491","DOIUrl":"10.1016/j.jcomdis.2024.106491","url":null,"abstract":"<div><h3>Objective</h3><div>Unilateral vocal fold paralysis (UVFP) frequently causes severe dysphonia, which necessitates multidisciplinary treatment. Literature on outcomes of interventions has primarily focused on vocal fold motility or instrumental vocal outcomes, but the perspectives of patients about the treatment process have not yet been investigated. The purpose of the study was therefore to explore patient experiences with healthcare for UVFP.</div></div><div><h3>Methods</h3><div>Twenty-four adults with UVFP (age range: 39 – 84 years) participated in the study. Semi-structured interviews were conducted, transcribed, and analyzed with the software program NVivo. An inductive thematic approach was used to code and analyze the interviews.</div></div><div><h3>Results</h3><div>Three themes were identified through the qualitative analyses: (1) the healthcare professional (HCP), (2) experiences with treatment, and (3) patient support. The laryngologist and speech-language pathologist (SLP) were crucial HCPs during treatment, and patients relied heavily on their advice, so they expected them to be knowledgeable about UVFP and empathic towards their patients. Voice therapy was mostly a positive experience due to the collaborative therapeutic relationship with the SLP, even though it did not yield sufficient voice improvements. Medialization surgery was a relief for some participants, while others expected more or felt too vulnerable to undergo surgery. Sources of patient support included personal connections such as relatives and fellow patients, but participants expressed a need for increased support and guidance from the healthcare system.</div></div><div><h3>Conclusion</h3><div>Overall, participants were satisfied with the care that they had received, but certain barriers and needs within UVFP healthcare were identified. The findings from the current study can help guide the development of initiatives to better support patients and HCPs and improve patient-centered care in UVFP.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106491"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903900","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}
Mental health is “a state of wellbeing” as per the World Health Organisation. People with disabilities generally experience poorer wellbeing than those without disabilities. Instruments which assess wellbeing or its three core components (emotional, psychological, social) may be less accessible or appropriate for people with complex communication needs (CCN). This study aimed to identify and describe instruments used to measure wellbeing in people with CCN. A systematic review following PRISMA guidelines was conducted. Six databases were searched to identify studies where wellbeing was measured in people with CCN. Two reviewers extracted data to describe the studies, participants, instrument(s) used, and adaptations applied. Instrument items were then mapped to indicators of mental health. Twenty-six studies were included. Participants’ receptive language ranged normal to profoundly impaired and they used a variety of expressive communication methods. Twenty-two different instruments were identified; ten of which were quality-of-life measures. Adaptations were made to instruments in eight studies, mostly to administration procedures. Item mapping revealed that while some wellbeing indicators were represented within the included instruments, coverage was insufficient to consider any instrument a “measure of wellbeing” for this population. Some instruments had features which made them more appropriate for people with CCN: ensuring communication access; recognising the relative importance of wellbeing indicators to an individual; collecting information from multiple sources when using proxy-report; and acknowledging environmental factors. Research is required to develop or adapt an instrument for valid and reliable measurement of wellbeing in people with CCN, ensuring the instrument addresses their communication access needs.
{"title":"Assessing mental health of people with complex communication needs: A systematic review.","authors":"Jacinta Molini Pennacchia , Jørn Østvik , Iain Dutia , Megan Walsh , Dave Coghill , Mats Granlund , Christine Imms","doi":"10.1016/j.jcomdis.2025.106494","DOIUrl":"10.1016/j.jcomdis.2025.106494","url":null,"abstract":"<div><div>Mental health is “a state of wellbeing” as per the World Health Organisation. People with disabilities generally experience poorer wellbeing than those without disabilities. Instruments which assess wellbeing or its three core components (emotional, psychological, social) may be less accessible or appropriate for people with complex communication needs (CCN). This study aimed to identify and describe instruments used to measure wellbeing in people with CCN. A systematic review following PRISMA guidelines was conducted. Six databases were searched to identify studies where wellbeing was measured in people with CCN. Two reviewers extracted data to describe the studies, participants, instrument(s) used, and adaptations applied. Instrument items were then mapped to indicators of mental health. Twenty-six studies were included. Participants’ receptive language ranged normal to profoundly impaired and they used a variety of expressive communication methods. Twenty-two different instruments were identified; ten of which were quality-of-life measures. Adaptations were made to instruments in eight studies, mostly to administration procedures. Item mapping revealed that while some wellbeing indicators were represented within the included instruments, coverage was insufficient to consider any instrument a “measure of wellbeing” for this population. Some instruments had features which made them more appropriate for people with CCN: ensuring communication access; recognising the relative importance of wellbeing indicators to an individual; collecting information from multiple sources when using proxy-report; and acknowledging environmental factors. Research is required to develop or adapt an instrument for valid and reliable measurement of wellbeing in people with CCN, ensuring the instrument addresses their communication access needs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106494"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014808","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 : 2025-01-01DOI: 10.1016/j.jcomdis.2024.106476
Muna Abd El-Raziq , Elinor Saiegh-Haddad , Natalia Meir
Introduction
Autism spectrum disorder (ASD) is characterized by impairments in social interactions, social communication, and repetitive and stereotyped patterns of behavior. Previous studies have reported mixed findings regarding the links between language (i.e., phonology, morphosyntax, lexicon, and pragmatics), theory of mind (ToM), executive functions (EFs), and central coherence measures in children with ASD.
Methods
A total of 163 Palestinian-Arabic-speaking children aged 4–11 participated: 76 with ASD and 87 with typical language development (TLD). The children`s phonological, morphosyntactic, lexical, and pragmatic skills, along with verbal and non-verbal ToM abilities were evaluated. Additionally, cognitive assessments included non-verbal IQ, EF, and central coherence processing.
Results
Group-level results showed that children with ASD scored lower than their TLD peers in all measures. Network analysis revealed robust interconnections between language, ToM, and cognitive skills in both groups. In autistic children, language was a central node, with pragmatics prevailing over morphosyntax and lexicon, while age was central in the TLD group. Cluster analysis identified four language clusters within the ASD group, demonstrating dissociations between language domains: (1) high performance across all domains, (2) moderate performance in phonology and morphosyntax with low pragmatic abilities, (3) moderate performance in phonology and lexicon with low morphosyntax and pragmatics, and (4) moderate phonology and lexicon with extremely poor morphosyntax and pragmatics. Autistic children with enhanced language abilities performed better in verbal and non-verbal ToM and EF tasks.
Conclusions
Our findings underscore the variability in language, ToM, and cognitive profiles of autistic children, showing dissociation within and between different domains in some autistic children. These results offer insights for applied interventions.
{"title":"Language, theory of mind and cognitive skills in Arabic-speaking children with and without autism: Evidence from network and cluster analyses","authors":"Muna Abd El-Raziq , Elinor Saiegh-Haddad , Natalia Meir","doi":"10.1016/j.jcomdis.2024.106476","DOIUrl":"10.1016/j.jcomdis.2024.106476","url":null,"abstract":"<div><h3>Introduction</h3><div>Autism spectrum disorder (ASD) is characterized by impairments in social interactions, social communication, and repetitive and stereotyped patterns of behavior. Previous studies have reported mixed findings regarding the links between language (i.e., phonology, morphosyntax, lexicon, and pragmatics), theory of mind (ToM), executive functions (EFs), and central coherence measures in children with ASD.</div></div><div><h3>Methods</h3><div>A total of 163 Palestinian-Arabic-speaking children aged 4–11 participated: 76 with ASD and 87 with typical language development (TLD). The children`s phonological, morphosyntactic, lexical, and pragmatic skills, along with verbal and non-verbal ToM abilities were evaluated. Additionally, cognitive assessments included non-verbal IQ, EF, and central coherence processing.</div></div><div><h3>Results</h3><div>Group-level results showed that children with ASD scored lower than their TLD peers in all measures. Network analysis revealed robust interconnections between language, ToM, and cognitive skills in both groups. In autistic children, language was a central node, with pragmatics prevailing over morphosyntax and lexicon, while age was central in the TLD group. Cluster analysis identified four language clusters within the ASD group, demonstrating dissociations between language domains: (1) high performance across all domains, (2) moderate performance in phonology and morphosyntax with low pragmatic abilities, (3) moderate performance in phonology and lexicon with low morphosyntax and pragmatics, and (4) moderate phonology and lexicon with extremely poor morphosyntax and pragmatics. Autistic children with enhanced language abilities performed better in verbal and non-verbal ToM and EF tasks.</div></div><div><h3>Conclusions</h3><div>Our findings underscore the variability in language, ToM, and cognitive profiles of autistic children, showing dissociation within and between different domains in some autistic children. These results offer insights for applied interventions.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106476"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928540","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 : 2025-01-01DOI: 10.1016/j.jcomdis.2025.106495
Ting Wang , Li Xia , Lulu Cheng
Introduction
It is still under debate whether and how semantic content will modulate the emotional prosody perception in children with autism spectrum disorder (ASD). The current study aimed to investigate the issue using two experiments by systematically manipulating semantic information in Chinese disyllabic words.
Method
The present study explored the potential modulation of semantic content complexity on emotional prosody perception in Mandarin-speaking children with ASD. Two emotional prosody identification tasks were designed, in which different levels of prosodic and lexical complexity were incrementally included in four stimulus types: pseudo-words, semantically-neutral words, semantics-prosody congruent, and incongruent emotion words. Twenty-four children with ASD and twenty-two typically developing (TD) children were required to focus on the prosodic channel to label emotions while ignoring the semantic information.
Results
Emotionally neutral semantic content exerted little negative influence on the ASD group's accuracy, while semantic-prosodic incongruence in emotion-label words had dramatic adverse impacts. Although distinct emotional prosody identification patterns were observed across the two groups, the confusion matrices suggested that the participants with ASD had developed similar patterns in identifying the five prosodies.
Conclusions
Children with ASD demonstrated a stronger adverse impact from the incremental complexity in the overlap between prosody and lexical cues. However, notably, they have tended to develop a typical emotional prosody recognition pattern. Thus, the poorer performance in the ASD group might originate from the possible developmental delay in suppressing semantic interference rather than from inherent emotion-specific impairments.
{"title":"Is simpler better? Semantic content modulates the emotional prosody perception in Mandarin-speaking children with autism spectrum disorder","authors":"Ting Wang , Li Xia , Lulu Cheng","doi":"10.1016/j.jcomdis.2025.106495","DOIUrl":"10.1016/j.jcomdis.2025.106495","url":null,"abstract":"<div><h3>Introduction</h3><div>It is still under debate whether and how semantic content will modulate the emotional prosody perception in children with autism spectrum disorder (ASD). The current study aimed to investigate the issue using two experiments by systematically manipulating semantic information in Chinese disyllabic words.</div></div><div><h3>Method</h3><div>The present study explored the potential modulation of semantic content complexity on emotional prosody perception in Mandarin-speaking children with ASD. Two emotional prosody identification tasks were designed, in which different levels of prosodic and lexical complexity were incrementally included in four stimulus types: pseudo-words, semantically-neutral words, semantics-prosody congruent, and incongruent emotion words. Twenty-four children with ASD and twenty-two typically developing (TD) children were required to focus on the prosodic channel to label emotions while ignoring the semantic information.</div></div><div><h3>Results</h3><div>Emotionally neutral semantic content exerted little negative influence on the ASD group's accuracy, while semantic-prosodic incongruence in emotion-label words had dramatic adverse impacts. Although distinct emotional prosody identification patterns were observed across the two groups, the confusion matrices suggested that the participants with ASD had developed similar patterns in identifying the five prosodies.</div></div><div><h3>Conclusions</h3><div>Children with ASD demonstrated a stronger adverse impact from the incremental complexity in the overlap between prosody and lexical cues. However, notably, they have tended to develop a typical emotional prosody recognition pattern. Thus, the poorer performance in the ASD group might originate from the possible developmental delay in suppressing semantic interference rather than from inherent emotion-specific impairments.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106495"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014810","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 : 2024-11-23DOI: 10.1016/j.jcomdis.2024.106486
Nathan D. Maxfield
Introduction
The primary aim was to determine whether the activation of target words unfolds differently in adults who stutter (AWS) versus typically-fluent adults (TFA) preparing to name pictures. A secondary aim was to explore the influence of conscious intention to speak on this process.
Method
18 AWS and 18 TFA completed a picture naming task in which pictures – named at a delay – were followed by auditory probe words that were identical, or unrelated, to the target picture labels. A subset of those participants (15 AWS and 15 TFA) completed a second task in which pictures – judged conceptually at a delay – were followed by auditory probe words that directly named the pictures or were unrelated. Event-related potentials (ERPs) were recorded from probe word onset in each task. It was predicted that the N400 ERP component – an index of lexical processing – would be attenuated to Identity versus Unrelated trials. Between-groups differences in lexical activation (if any) were predicted to result in between-groups differences in the amplitude, latency and/or scalp topography of N400 priming effects.
Results
N400 priming was detected in both tasks for both Groups. In the picture naming task, the N400 priming effect had a more broadly-distributed scalp topography in TFA versus AWS. No between-groups differences were detected in the N400 priming effect in the conceptual judgment task.
Conclusions
A between-groups difference in the scalp topography of the N400 priming effect in the picture naming task points to a between-groups difference in intention-driven lexical access. Discussion considers how the top-down process of intention – if diminished among AWS – might impact lexical selection and speech motor control.
{"title":"Exploring the activation of target words in adults who stutter with and without conscious intention to speak: ERP evidence","authors":"Nathan D. Maxfield","doi":"10.1016/j.jcomdis.2024.106486","DOIUrl":"10.1016/j.jcomdis.2024.106486","url":null,"abstract":"<div><h3>Introduction</h3><div>The primary aim was to determine whether the activation of target words unfolds differently in adults who stutter (AWS) versus typically-fluent adults (TFA) preparing to name pictures. A secondary aim was to explore the influence of conscious intention to speak on this process.</div></div><div><h3>Method</h3><div>18 AWS and 18 TFA completed a picture naming task in which pictures – named at a delay – were followed by auditory probe words that were identical, or unrelated, to the target picture labels. A subset of those participants (15 AWS and 15 TFA) completed a second task in which pictures – judged conceptually at a delay – were followed by auditory probe words that directly named the pictures or were unrelated. Event-related potentials (ERPs) were recorded from probe word onset in each task. It was predicted that the N400 ERP component – an index of lexical processing – would be attenuated to Identity versus Unrelated trials. Between-groups differences in lexical activation (if any) were predicted to result in between-groups differences in the amplitude, latency and/or scalp topography of N400 priming effects.</div></div><div><h3>Results</h3><div>N400 priming was detected in both tasks for both Groups. In the picture naming task, the N400 priming effect had a more broadly-distributed scalp topography in TFA versus AWS. No between-groups differences were detected in the N400 priming effect in the conceptual judgment task.</div></div><div><h3>Conclusions</h3><div>A between-groups difference in the scalp topography of the N400 priming effect in the picture naming task points to a between-groups difference in intention-driven lexical access. Discussion considers how the top-down process of intention – if diminished among AWS – might impact lexical selection and speech motor control.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106486"},"PeriodicalIF":1.8,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142719705","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 : 2024-11-20DOI: 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 : 2024-11-19DOI: 10.1016/j.jcomdis.2024.106475
Dillon G. Pruett , Christine Hunter , Alyssa Scartozzi , Douglas M. Shaw , Shelly Jo Kraft , Robin M. Jones , Megan M. Shuey , Jennifer E. Below
Purpose
Drug-induced stuttering is a phenomenon where the onset of stuttered speech is caused by exposure to pharmaceutical chemical substances. This acquired form of stuttering features many of the same overt speech behaviors as developmental stuttering. Investigations of drug-induced stuttering have been limited to adverse drug reaction reports and case studies. This study leveraged electronic health records (EHRs) at a major university medical center to identify drug-induced stuttering within medical notes, followed by classification of implicated drug types.
Methods
A previous systematic EHR review of approximately 3 million individuals to identify cases of developmental stuttering resulted in 40 suspected cases of drug-induced stuttering. In the present study, these cases were reviewed comprehensively to evaluate: name, class, and mechanism of action of suspected drug, level of evidence for the implicated drug as a causal agent, therapeutic measures taken, and progression or remission of stuttering.
Results
Eighteen different drugs were linked to possible drug-induced stuttering in 22 individuals. Antiseizure agents, CNS stimulants, and antidepressants were the most common drug classes implicated in drug-induced stuttering. topiramate (Topamax) was the most commonly implicated drug across all records reviewed.
Conclusions
This study represents the first analysis of health system data examining drugs implicated in drug-induced stuttering in a clinical setting. Augmenting previous case reports and database reviews, a variety of drugs were identified; however, improved reporting of drug-associated speech fluency changes within the EHR are needed to further amass evidence for suspected drugs and their associated epidemiological and clinical characteristics.
{"title":"Characterizing drug-induced stuttering in electronic health records","authors":"Dillon G. Pruett , Christine Hunter , Alyssa Scartozzi , Douglas M. Shaw , Shelly Jo Kraft , Robin M. Jones , Megan M. Shuey , Jennifer E. Below","doi":"10.1016/j.jcomdis.2024.106475","DOIUrl":"10.1016/j.jcomdis.2024.106475","url":null,"abstract":"<div><h3>Purpose</h3><div>Drug-induced stuttering is a phenomenon where the onset of stuttered speech is caused by exposure to pharmaceutical chemical substances. This acquired form of stuttering features many of the same overt speech behaviors as developmental stuttering. Investigations of drug-induced stuttering have been limited to adverse drug reaction reports and case studies. This study leveraged electronic health records (EHRs) at a major university medical center to identify drug-induced stuttering within medical notes, followed by classification of implicated drug types.</div></div><div><h3>Methods</h3><div>A previous systematic EHR review of approximately 3 million individuals to identify cases of developmental stuttering resulted in 40 suspected cases of drug-induced stuttering. In the present study, these cases were reviewed comprehensively to evaluate: name, class, and mechanism of action of suspected drug, level of evidence for the implicated drug as a causal agent, therapeutic measures taken, and progression or remission of stuttering.</div></div><div><h3>Results</h3><div>Eighteen different drugs were linked to possible drug-induced stuttering in 22 individuals. Antiseizure agents, CNS stimulants, and antidepressants were the most common drug classes implicated in drug-induced stuttering. topiramate (Topamax) was the most commonly implicated drug across all records reviewed.</div></div><div><h3>Conclusions</h3><div>This study represents the first analysis of health system data examining drugs implicated in drug-induced stuttering in a clinical setting. Augmenting previous case reports and database reviews, a variety of drugs were identified; however, improved reporting of drug-associated speech fluency changes within the EHR are needed to further amass evidence for suspected drugs and their associated epidemiological and clinical characteristics.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106475"},"PeriodicalIF":1.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746882","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 : 2024-11-18DOI: 10.1016/j.jcomdis.2024.106477
Patrick C.M. Wong , Hoyee W. Hirai , Li Wang , Xin Qi , Eric C.H. Poon , Mavis S.M. Chan , Giann T.Y. Yeung , Eric C.L. Lai , Carol K.S. To
Purpose
The present study evaluates the preliminary effectiveness of a parent-implemented support program to enhance language outcomes in Chinese-learning preschoolers with a confirmed diagnosis or at elevated likelihood of autism, a lifelong neurodevelopmental condition. The program is delivered entirely online with the option of a group format. Because of cross-cultural differences in adult learning and parent-child interaction and because parent coaching programs for autism that are delivered online are only emerging, a specific study to evaluate the effectiveness of online support for Chinese families is warranted.
Methods
A case control study with 22 families, 12 families in the Active support group and 10 in the Control group, was conducted. Families in the Active group attended 20 online lessons across 6 months in which they learned seven communication strategies to be implemented with their child at home. Extensive coaching and video feedback were provided. Before and after the online support, a 5 min parent-child interaction video collected at home via videoconferencing was used to code for mean length of utterances, type and token frequencies and percentage of pronoun production.
Results
As revealed by the Wilcoxon Signed rank tests, the Active group showed significant support-related improvement on all language measures except for type token ratio, with effect sizes in at least the moderate range. The Control group did not show statistically reliable support-related changes.
Conclusions
Parent coaching delivered in an online mode and with the option of a group format is potentially effective in enhancing language outcomes for Chinese-learning autistic children. A larger-scale study based on these preliminary findings should be conducted.
{"title":"Parent coaching to target language outcomes for Chinese-learning autistic preschoolers: A preliminary study","authors":"Patrick C.M. Wong , Hoyee W. Hirai , Li Wang , Xin Qi , Eric C.H. Poon , Mavis S.M. Chan , Giann T.Y. Yeung , Eric C.L. Lai , Carol K.S. To","doi":"10.1016/j.jcomdis.2024.106477","DOIUrl":"10.1016/j.jcomdis.2024.106477","url":null,"abstract":"<div><h3>Purpose</h3><div>The present study evaluates the preliminary effectiveness of a parent-implemented support program to enhance language outcomes in Chinese-learning preschoolers with a confirmed diagnosis or at elevated likelihood of autism, a lifelong neurodevelopmental condition. The program is delivered entirely online with the option of a group format. Because of cross-cultural differences in adult learning and parent-child interaction and because parent coaching programs for autism that are delivered online are only emerging, a specific study to evaluate the effectiveness of online support for Chinese families is warranted.</div></div><div><h3>Methods</h3><div>A case control study with 22 families, 12 families in the Active support group and 10 in the Control group, was conducted. Families in the Active group attended 20 online lessons across 6 months in which they learned seven communication strategies to be implemented with their child at home. Extensive coaching and video feedback were provided. Before and after the online support, a 5 min parent-child interaction video collected at home via videoconferencing was used to code for mean length of utterances, type and token frequencies and percentage of pronoun production.</div></div><div><h3>Results</h3><div>As revealed by the Wilcoxon Signed rank tests, the Active group showed significant support-related improvement on all language measures except for type token ratio, with effect sizes in at least the moderate range. The Control group did not show statistically reliable support-related changes.</div></div><div><h3>Conclusions</h3><div>Parent coaching delivered in an online mode and with the option of a group format is potentially effective in enhancing language outcomes for Chinese-learning autistic children. A larger-scale study based on these preliminary findings should be conducted.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"113 ","pages":"Article 106477"},"PeriodicalIF":1.8,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142719676","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}
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