Journal of Communication Disorders最新文献_第6页

Effect of feedback type and self-selected practice schedule on speech fluency during aphasia script treatment 反馈方式和自选练习计划对失语脚本治疗中言语流畅性的影响

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-07-09 DOI: 10.1016/j.jcomdis.2025.106553

Gerald C. Imaezue , Mira Goral

Introduction

Aphasia, particularly in persons with nonfluent aphasia (PWNA), disrupts speech fluency. Script treatment—delivered with recursive self-feedback (RSF) or external feedback (EF)—has been shown to improve fluency in PWNA. Evidence from anomia treatment suggests that structured practice schedule (continuous vs. discontinuous) may further influence outcomes. However, it remains unknown how feedback type and PWNA’s self-selected practice schedules—reflecting the variability of real-life routines—interact to influence language outcomes. This study introduces a novel self-selected practice schedule approach and examines its interaction with feedback type on speech fluency in PWNA.

Method

Using a cross-over design, four PWNA engaged in script production with RSF or EF over two intensive treatment blocks. They practiced for two hours daily across two to three weeks per block. The outcome metrics were speaking rate and speech initiation latency. Flexible practice schedules were allowed, where participants selected between continuous (intensive) or discontinuous (spaced) practice across sessions during each treatment block. Approximately 25,000 speech samples, collected across both treatments’ sessions, were analyzed using linear mixed-effects models.

Results

RSF showed a slower gradual increase in speaking rate over time but greater improvement in speech initiation latency than EF over the course of treatment. The discontinuous practice schedule was associated with significantly greater gains in both outcome metrics. Discontinuous practice schedule particularly influenced improvement in speaking rate during script production with RSF.

Conclusion

By introducing self-selected practice scheduling, this work advances more ecologically valid and personalized models of aphasia intervention. Based on our findings, we hypothesize that a discontinuous, spaced practice schedule may be particularly well-suited for RSF and other errorful-based approaches in promoting language recovery in real-world context. Future research with larger and diverse samples of persons with aphasia should test this hypothesis.

失语症，尤其是非流利性失语症（PWNA）患者，会破坏语言的流畅性。使用递归自我反馈（RSF）或外部反馈（EF）进行的脚本处理已被证明可以提高PWNA的流畅性。来自失范症治疗的证据表明，有组织的练习计划（连续或间断）可能进一步影响结果。然而，反馈类型和PWNA自我选择的练习时间表（反映了现实生活常规的可变性）如何相互作用来影响语言结果仍是未知的。本研究提出了一种新的自我选择练习时间表方法，并探讨了其与反馈类型对PWNA语音流畅性的影响。方法采用交叉设计，在两个强化治疗区块中，4名PWNA参与RSF或EF的剧本制作。他们每天练习两小时，每个街区练习两到三周。结果指标为语速和语音起始延迟。允许灵活的练习时间表，参与者可以在每个治疗块期间选择连续（密集）或间断（间隔）练习。在两种治疗过程中收集的大约25,000个语音样本使用线性混合效应模型进行了分析。结果在治疗过程中，rsf表现出较慢的语速逐渐增加，但在言语开始潜伏期方面比EF有更大的改善。不连续的练习计划与两种结果指标的显著更大的收益相关。在RSF脚本制作过程中，不连续的练习计划特别影响了语速的提高。结论通过引入自我选择练习计划，本工作提出了更具生态有效性和个性化的失语干预模型。基于我们的研究结果，我们假设不连续的间隔练习计划可能特别适合RSF和其他基于错误的方法来促进现实环境中的语言恢复。未来对失语症患者进行更大规模、更多样化的研究，应该能验证这一假设。

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引用次数: 0

The effects of parental speech rate in children who stutter 父母言语率对口吃儿童的影响

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-07-09 DOI: 10.1016/j.jcomdis.2025.106554

Ecem Nur Demirsoy Demirci , Tuğçe Karahan Tığrak , Maviş Emel Kulak Kayıkcı

Introduction

The study aims to examine the relationship between changes in parental speech rate and stuttering severity, frequency and speech rate in children who stutter (CWS). Additionally, it also examines the difference between the speech rate of parents of CWS and that of parents of children who do not stutter (CWNS).

Method

The study included 46 CWS aged between 3 and 6 years and 46 CWNS of the same age and gender, together with their respective parents. Interactive parent-child speech recordings were collected and used to assess speech rate, severity, and frequency of stuttering in CWS and their parents, whereas these recordings were only used to assess speech rate in CWNS and their parents.

Result

The study suggests that there may be a significant relationship between parents’ slowing the speech rate and a reduction in the severity and frequency of stuttering in CWS. It is also found that there is no significant difference in the speech rate between parents of CWS and CWNS.

Conclusion

The findings indicate that parents’ speech rate should be considered in the assessment and may be implemented in the treatment of stuttering.

本研究旨在探讨父母言语率的变化与口吃儿童言语严重程度、频率和言语率的关系。此外，它还检查了口吃儿童父母和非口吃儿童父母的言语率之间的差异。方法选取46例年龄在3 ~ 6岁的患儿和46例同年龄、同性别的患儿及其父母。收集互动亲子语音记录，用于评估口吃儿童及其父母的言语率、严重程度和频率，而这些录音仅用于评估口吃儿童及其父母的言语率。结果本研究提示父母减缓言语速度与减少CWS患儿口吃的严重程度和频率之间可能存在显著的关系。研究还发现，两组儿童的言语率无显著差异。结论本研究结果表明，在口吃的治疗中应考虑到父母的言语率。

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引用次数: 0

School-based speech-language pathologists’ assessment and intervention practice patterns for students who speak African American English 基于学校的语言病理学家对非裔美国英语学生的评估与干预实践模式

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-07-09 DOI: 10.1016/j.jcomdis.2025.106551

Erika Squires , Mirako Hickman

Children who speak African American English (AAE) are often misrepresented on speech-language pathologists’ (SLPs’) caseloads. While a speech or language disorder can manifest within dialect use, there is a need to increase the diagnostic accuracy of speech and language disorders among children who speak AAE. SLPs must have the knowledge and skills necessary to modify their assessment and intervention strategies when providing services to children who speak AAE, especially in school settings where intervention aims to enhance academic success and social participation. Therefore, there is a need to better understand the clinical practice patterns of SLPs who work with students who speak AAE in school settings. The purpose of this study was to build upon the limited body of research on this topic by exploring assessment and intervention strategies school-based SLPs use when providing services to students who speak AAE. Results from this investigation revealed that school-based SLPs report modifying their assessment practices more frequently than their intervention strategies for dialect users. Additionally, SLPs’ knowledge of AAE was not strongly correlated with frequency of clinical practice modification for students who speak AAE. Most participants reported that they had never received post-professional training on AAE. These findings highlight the need for additional research exploring the feasibility and efficacy of assessment and intervention modifications for students who speak AAE as well as an exploration of barriers and facilitators SLPs encounter when attempting to provide culturally informed services to students who speak AAE so these topics can be addressed through continuing education.

说非裔美国人英语（AAE）的儿童在语言病理学家（slp）的案例中经常被歪曲。虽然在方言使用中可以表现出言语或语言障碍，但有必要提高对说AAE的儿童的言语和语言障碍的诊断准确性。在为讲AAE的儿童提供服务时，特殊语言服务提供者必须具备必要的知识和技能来修改他们的评估和干预策略，特别是在旨在提高学业成功和社会参与的学校环境中。因此，有必要更好地了解在学校环境中与讲AAE的学生一起工作的slp的临床实践模式。本研究的目的是在本课题有限的研究基础上，探讨以学校为基础的特殊语言服务学生在为讲AAE的学生提供服务时所使用的评估和干预策略。本调查结果显示，校本语言服务提供者对方言使用者评估方法的修改频率高于其干预策略。此外，slp的AAE知识与讲AAE的学生的临床实践修改频率不存在强相关。大多数参与者报告说，他们从未接受过AAE的专业后培训。这些发现强调需要进一步的研究来探索对讲AAE的学生进行评估和干预修改的可行性和有效性，以及探索slp在试图向讲AAE的学生提供文化信息服务时遇到的障碍和促进因素，以便通过继续教育来解决这些问题。

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引用次数: 0

Bibliometric analysis, systematic review of literature, and meta-analysis on the effect of amplification on voice production among teachers 文献计量学分析、文献系统回顾与元分析：扩音对教师发声的影响

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-06-26 DOI: 10.1016/j.jcomdis.2025.106544

Lady Catherine Cantor-Cutiva , Karol Acevedo , Marco Guzman , Juan Carlos Gonzalez , Felipe Enrique Cerda Sandoval , Catalina Smith , Isidora Behm , Eric Hunter

Background

Teaching is identified as a high-risk profession for developing voice disorders due to the significant vocal demands placed on educators. This can lead to symptoms such as vocal fatigue, adversely affecting their quality of life. One common intervention is the provision of voice amplification systems, which have been reported to reduce vocal strain by enabling teachers to speak at lower volumes, thereby potentially improving voice quality and minimizing vocal fold damage. Despite these benefits, various factors such as adoption rates, technical issues, and the need for proper use and training can influence the effectiveness of these systems. This study systematically reviews the literature and conducts a meta-analysis to determine the impact of voice amplification on teachers' vocal function.

Methods

The results reported in this manuscript are based on a bibliometric analysis and systematic literature review using seven databases, selecting 20 relevant publications from an initial pool of 462, and performing a meta-analysis to compare vocal metrics with and without amplification.

Results

The meta-analysis indicated that voice amplification systems tend to positively affect fundamental frequency, sound pressure level (SPL), and phonation time percentage; however, these effects were not statistically significant. The analysis also suggests no significant publication bias, though the quality of the included publications varied: 15 % were rated as strong, 25 % as moderate, and 60 % as weak.

Conclusion and Recommendations

The study concludes that voice amplification systems show potential benefits for teachers' vocal health. However, their implementation should be part of a broader strategy that includes education, training, and regular monitoring to maximize their effectiveness.

教学被认为是一个高风险的职业发展的声音障碍，由于显著的声音要求对教育者。这可能导致声带疲劳等症状，对他们的生活质量产生不利影响。一种常见的干预措施是提供声音放大系统，据报道，这可以通过使教师以较低的音量说话来减少声音紧张，从而潜在地提高声音质量并最大限度地减少声带损伤。尽管有这些好处，诸如采用率、技术问题以及对适当使用和培训的需要等各种因素可能会影响这些系统的有效性。本研究系统地回顾文献并进行meta分析，以确定声音放大对教师发声功能的影响。方法本文报告的结果是基于文献计量学分析和系统文献综述，使用7个数据库，从462个初始池中选择20个相关出版物，并进行荟萃分析，比较有和没有放大的声音指标。结果meta分析表明，声音放大系统对基本频率、声压级（SPL）和发声时间百分比有正向影响；然而，这些影响在统计学上并不显著。分析还表明，虽然纳入的出版物的质量各不相同，但没有显著的发表偏倚：15%被评为强，25%被评为中等，60%被评为弱。结论和建议研究得出结论，声音放大系统对教师的声音健康有潜在的好处。然而，它们的实施应该是更广泛战略的一部分，该战略包括教育、培训和定期监测，以最大限度地提高其有效性。

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引用次数: 0

The main concept analysis: Sensitivity, specificity and inter-rater reliability in Dutch-speaking people with aphasia 主要概念分析：荷兰语失语症患者的敏感性、特异性和量表间信度

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-06-19 DOI: 10.1016/j.jcomdis.2025.106543

Yana Criel , Evelien De Groote , Evelyne Benbassat , Britt Beirinckx , Megan Van Damme , Anthony Pak-Hin Kong , Miet De Letter

Aims

This study aimed to assess the sensitivity, specificity and inter-rater reliability of the Dutch Main Concept Analysis (MCA), a diagnostic tool that evaluates the effectiveness and efficiency of information transfer during verbal discourse production, in people with aphasia (PWA).

Methods

The MCA was administered to 30 persons with aphasia (17 fluent, 13 nonfluent). Sensitivity and specificity were assessed through (1) single-subject level comparison of MCA scores to normative data, (2) group-level comparison of MCA scores between PWA and 30 age-matched controls, and (3) ROC-analysis for total main concept score (MCS; effectiveness) and total number of accurate and complete main concepts per minute (AC/min; efficiency). Furthermore, the effect of aphasia type (fluent/nonfluent) and severity on these measures was assessed using a linear regression. Discourse samples were scored by two independent raters to calculate inter-rater reliability.

Results

Over 85 % of PWA showed aberrant outcomes on at least four out of seven MCA outcomes based on single-subject comparison to normative data. ROC analysis revealed that MCS and AC/min are sensitive and specific measures to differentiate between discourse of PWA and unimpaired speakers. Increased aphasia severity was associated with a reduced MCS. Good to excellent inter-rater reliability was achieved for all MCA measures.

Conclusion

The Dutch MCA is a sensitive and specific tool, characterized by a good to excellent inter-rater reliability, for identifying impaired effectiveness and efficiency of verbal information transfer during discourse production in PWA. Aphasia severity, but not type, is a determining factor for the effectiveness of information transfer in PWA.

目的本研究旨在评估荷兰主概念分析（Dutch Main Concept Analysis， MCA）在失语症患者（PWA）中的敏感性、特异性和量表间可靠性。MCA是一种评估言语话语产生过程中信息传递有效性和效率的诊断工具。方法对30例失语症患者（流利17例，不流利13例）进行MCA治疗。通过(1)单受试者水平的MCA评分与规范数据的比较，(2)PWA与30名年龄匹配的对照组之间的MCA评分的组水平比较，以及(3)总主要概念评分(MCS；有效性)和每分钟准确完整的主要概念总数(AC/min；效率)。此外，使用线性回归评估失语类型（流利/不流利）和严重程度对这些措施的影响。话语样本由两个独立的评价者评分，以计算评价者之间的信度。结果：与规范数据相比，超过85%的PWA患者在7个MCA结果中至少有4个结果出现异常。ROC分析显示，MCS和AC/min是区分PWA和未受损说话人话语的敏感而具体的指标。失语严重程度的增加与MCS的降低有关。所有MCA测量都达到了良好到优异的评估间信度。结论荷兰语MCA是识别PWA语篇生产过程中言语信息传递有效性和效率受损的一种敏感而特异的工具，具有良好至优异的评者间信度。失语的严重程度，而不是类型，是PWA信息传递有效性的决定因素。

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引用次数: 0

Validity of a new parent-report instrument determining the developmental language level and verbal status of children with communication disorders in Cyprus 一项新的家长报告工具的有效性，确定塞浦路斯有沟通障碍的儿童的语言发展水平和语言状况

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-06-12 DOI: 10.1016/j.jcomdis.2025.106542

Margarita Kilili-Lesta, Konstantinos Giannakou, Louiza Voniati

The validity and reliability of the new parent-report questionnaire Developmental/Verbal Language Phase (DeVLP) was examined, in determining the developmental language phase (DLP) and nonverbal/minimally verbal (NV/MV) linguistic status of children with communication disorders. The scarcity of parent-report linguistic tools in Greek/Cypriot Greek emphasized its need.

Fifty 3–12-year-old children receiving private speech-language therapy in Cyprus participated through convenience sampling. Data was collected online between February 20 and June 23, 2023, regarding epidemiological, family, perinatal, developmental, and linguistic information. For criterion-referenced validity, parents’ and speech-language pathologists’ (SLPs) responses for 64.0 % of the sample were compared to the language sample analysis (LSA) by independent SLPs. For test-retest reliability, parent results were compared at two time-points, and for inter-rater reliability, with SLPs’ results.

DeVLP demonstrated strong validity for DLP both by parents and SLPs in all language domains (PCC=0.72–0.96, p < .05), compared to LSA. For NV/MV status, parents presented strong validity in overall language (PCC=0.79, p < 0.05), in contrast to weak validity by SLPs (PCC=0.39, p < .05). With excellent specificity (100 %) and sensitivity at 67 %, it displayed an 83 % probability of distinguishing between NV/MV and verbal status in children. Reliability was good-to-excellent (ICC=0.74–1.00, p < .05) across all domains and overall language.

The questionnaire was relatively valid and strongly reliable in determining the DLP and verbal status of Cypriot children with communication disorders. It offered potential clinical utility within evaluation protocols for language assessment and uniform identification of NV/MV status. Future research is needed to verify validity, especially for children with autism.

本研究采用新的父母报告问卷“发展/言语语言阶段”（DeVLP），对交流障碍儿童的发展语言阶段（DLP）和非语言/最低言语（NV/MV）语言状况进行了效度和信度检验。希腊文/塞浦路斯文父母报告语言工具的缺乏强调了这种需要。在塞浦路斯接受私人言语语言治疗的50名3 - 12岁儿童通过方便抽样参与。在2023年2月20日至6月23日期间在线收集有关流行病学、家庭、围产期、发育和语言信息的数据。在标准参照效度方面，将64.0%的家长和语言病理学家（slp）的回答与独立slp的语言样本分析（LSA）进行比较。对于重测信度，父母的结果在两个时间点进行比较，对于评分者之间的信度，与slp的结果进行比较。在所有语言领域中，父母和孩子对DLP的有效度都很高(PCC= 0.72-0.96, p <；.05)，与LSA相比。对于NV/MV状态，父母的整体语言效度较强(PCC=0.79, p <；0.05)，而slp的弱效度(PCC=0.39, p <；. 05)。它具有极佳的特异性（100%）和67%的敏感性，在儿童中区分NV/MV和语言状态的概率为83%。信度从良至优(ICC= 0.74-1.00, p <；.05)跨越所有领域和整体语言。问卷相对有效，在确定有沟通障碍的塞浦路斯儿童的DLP和语言状况方面具有很强的可靠性。它在语言评估和统一识别NV/MV状态的评估方案中具有潜在的临床应用价值。需要进一步的研究来验证其有效性，特别是对自闭症儿童。

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引用次数: 0

Exploring cognitive predictors of language in children with developmental language disorder: The role of nonverbal IQ, working memory, implicit statistical learning, and speed of automatization 探索发展性语言障碍儿童的语言认知预测因素：非语言智商、工作记忆、内隐统计学习和自动化速度的作用

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-06-06 DOI: 10.1016/j.jcomdis.2025.106541

Ashley Blake , Ewa Dąbrowska , Nick Riches

Children with developmental language disorder (DLD) have varied strengths and difficulties in both language and cognition but we do not yet have a comprehensive understanding as to how these abilities are interrelated. In this study, we explore performance in language typical children and children with DLD to evaluate how different areas of nonverbal cognition predict linguistic outcomes. We investigate nonverbal intelligence, working memory, implicit statistical learning, and the speed of automatization. 77 children (54 language typical children and 23 children with DLD), aged between 6;9 and 10;8 years, completed a battery of cognitive and language tasks. Our results show between-group differences in both language and cognitive abilities. We propose a cumulative risk model, suggesting that important predictors of language in children with DLD are a combination of nonverbal working memory, nonverbal intelligence, and the speed of automatization.

发展性语言障碍儿童在语言和认知方面有不同的优势和困难，但我们对这些能力是如何相互关联的还没有全面的了解。在这项研究中，我们探讨了语言典型儿童和DLD儿童的表现，以评估不同领域的非语言认知如何预测语言结果。我们研究了非语言智力、工作记忆、内隐统计学习和自动化的速度。77名年龄在6、9岁至10、8岁之间的儿童（54名语言正常儿童和23名DLD儿童）完成了一系列认知和语言任务。我们的研究结果显示了群体之间在语言和认知能力上的差异。我们提出了一个累积风险模型，表明非语言工作记忆、非语言智力和自动化速度是DLD儿童语言能力的重要预测因素。

引用次数: 0

Speech-language pathologists' views on visual discourse elicitation materials for cognitive communication disorder after TBI: An exploratory study 语言病理学家对脑外伤后认知沟通障碍视觉话语启发材料的看法：一项探索性研究

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-05-31 DOI: 10.1016/j.jcomdis.2025.106540

Kai Yuan Lim , Elizabeth Spencer , Elise Bogart , Joanne Steel

Background

Spoken discourse is elicited as part of speech-language pathology (SLP) practice after traumatic brain injury (TBI). Research literature reports on a range of monologic tasks for eliciting discourse samples, including different visual stimuli. The preferences of SLPs for these materials has not previously been investigated.

Aims

To explore the practice and views of SLPs on available visual discourse elicitation stimuli, specifically the clinical utility and acceptability of these tasks, and alignment with materials reported in research studies. We also sought SLPs’ perspectives on future discourse elicitation task development.

Methods & Procedures

We conducted a survey of Australian SLPs working with adults with cognitive-communication disorder post TBI. SLPs were asked about their use of and preferences around visual imagery, client engagement with visuals, and their suggestions for future stimuli development. Survey responses were analysed using descriptive statistics, and free text responses provided qualitative insights.

Outcomes & Results

Responses from 17 SLPs were included in the study. SLPs reported The Cookie Theft picture as the most frequently used visual stimulus. Reasons for use included familiarity with the task, ability to generate sample of sufficient length and complexity, and its accessibility. There were no strong preferences for any visual materials reported in this survey; however, overall, participants reported finding the existing visual materials to be unsatisfactory. Factors affecting choice of visual stimuli included the client’s visual abilities, interests, age-group, and severity of injury.

Conclusion & Implications

This exploratory study provided insight into SLPs' views on visual elicitation stimuli for discourse post-TBI, a largely unexamined area. The current findings contribute to limited knowledge of stakeholder views on elicitation tasks and will inform future research on discourse resource development after TBI.

言语话语是创伤性脑损伤（TBI）后言语语言病理学（SLP）实践的一部分。研究文献报道了引出话语样本的一系列单一任务，包括不同的视觉刺激。slp对这些材料的偏好以前没有研究过。目的探讨slp在可用视觉话语诱导刺激方面的实践和观点，特别是这些任务的临床实用性和可接受性，并与研究报告的材料相一致。我们还寻求了slp对未来话语引出任务发展的看法。方法,我们对澳大利亚的slp进行了一项调查，他们与创伤后认知沟通障碍的成年人一起工作。slp被问及他们对视觉图像的使用和偏好，客户对视觉图像的参与，以及他们对未来刺激发展的建议。使用描述性统计分析调查回复，而自由文本回复提供定性见解。结果,结果17名slp的反馈被纳入研究。slp报告说，“偷饼干”图片是最常用的视觉刺激。使用的原因包括熟悉任务，能够生成足够长度和复杂性的样本，以及它的可访问性。本次调查中没有对任何视觉材料的强烈偏好；然而，总体而言，参与者报告发现现有的视觉材料令人不满意。影响视觉刺激选择的因素包括病人的视觉能力、兴趣、年龄组和损伤的严重程度。结论,本探索性研究提供了slp对脑外伤后话语的视觉诱导刺激的看法，这是一个很大程度上未被研究的领域。目前的研究结果有助于了解利益相关者对诱导任务的看法，并将为未来的TBI后话语资源开发研究提供信息。

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引用次数: 0

Exploring the use of artificial language learning (ALL) paradigms to differentiate intrinsic versus extrinsic sources of language impairment 探索使用人工语言学习（ALL）范式来区分语言障碍的内在和外在来源

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-05-20 DOI: 10.1016/j.jcomdis.2025.106532

Liron Reznik-Nevet , David L. Share , Ravit Cohen-Mimran

Purpose

The current investigation aimed to explore the potential of Artificial Language Learning (ALL) paradigms to distinguish between poor language abilities due to intrinsic difficulties in language learning as opposed to difficulties stemming from extrinsic factors such as environmental factors.

Method

Using a 2-step population-based screening procedure, 35 children from mid-high SES with presumed developmental language disorders (pDLD) were compared to an unselected sample of 33 children from low SES on measures of accumulated lexical and morphological knowledge and on tasks assessing lexical and morphological learning ability using artificial language learning (ALL) paradigms.

Results

No significant differences between the pDLD and the low-SES groups were found on lexical and morphological knowledge. However, the low-SES group outperformed the pDLD group in both learning an artificial morphological rule and learning new pseudowords.

Conclusions

These findings indicate that children from low SES, as a group, exhibit diminished language performance similar to that of children with pDLD when tested on conventional measures of accumulated linguistic knowledge yet outperform children with (persumed) DLD when assessed on their ability to learn and make use of new linguistic information to extract morphological rules and establish novel lexical representations. The potential of ALL paradigms in this population is discussed.

目的本研究旨在探索人工语言学习（ALL）范式的潜力，以区分由于语言学习的内在困难而导致的语言能力低下与由外部因素（如环境因素）引起的困难。方法采用基于人群的两步筛查方法，对35名中高经济地位推定为发展性语言障碍（pDLD）的儿童与33名低经济地位推定为发展性语言障碍（pDLD）的儿童进行词汇和形态知识积累测试，并使用人工语言学习范式评估词汇和形态学习能力。结果低社会经济条件组与低社会经济条件组在词汇和形态知识方面无显著差异。然而，低社会地位组在学习人工词形规则和学习新的假词方面的表现优于低社会地位组。这些发现表明，作为一个群体，低社会经济地位儿童在积累语言知识的常规测试中表现出与pDLD儿童相似的语言表现下降，但在学习和利用新语言信息提取词形规则和建立新词汇表征的能力评估中表现优于（假定）DLD儿童。讨论了所有范式在这一群体中的潜力。

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引用次数: 0

Prevalence and associated factors of voice symptoms among Mexican prospective teachers: A cross-sectional study 墨西哥准教师嗓音症状的患病率及相关因素：一项横断面研究

IF 1.8 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Communication Disorders

Pub Date : 2025-05-19 DOI: 10.1016/j.jcomdis.2025.106531

Lady Catherine Cantor-Cutiva , Carlos Manzano , Eric J. Hunter

Aims

This study aimed to determine the prevalence and associated factors of voice symptoms among Mexican prospective teachers.

Method

This cross-sectional study was conducted in the fall of 2023. Data was collected from all four years of the teacher education program offered by participating institutions. A total of 1233 students participated across the four institutions. Before completing the questionnaire, students read and virtually signed an informed consent form outlining the study's details and their rights. A self-report web-based questionnaire was developed for this study consisting of the following: (1) demographic details, (2) educational details, (3) lifestyle habits, and (4) use of health care services due to voice symptoms. Further, participants completed the Spanish version of the Voice Symptom Scale (VoiSS), the Vocal Fatigue Index (VFI), and the Screening Index for Voice Disorder (SIVD).

Results

The prevalence of voice symptoms varied depending on the instrument used. The perception of dust in the practicum placement was the most significant teaching-training condition associated with voice symptoms reported using different scales (VoiSS, OR = 2.00; SIVD, OR = 2.08) and being statistically associated with tiredness of voice (Factor 1 of the VFI) (OR = 1.72). Prospective teachers in their third year of training or who were starting their practicum placement were more likely to report voice symptoms measured using all the scales (VFI Factors 1 and 2, VoiSS, and SIVD).

Discussion and conclusion

Before experiencing the full occupational vocal demands of the teaching profession, prospective teachers may be exposed to teaching-training conditions that increase their likelihood of reporting voice symptoms. There may be an opportunity for implementing early intervention and education programs by identifying associated demands and the prevalence of voice symptoms during prospective teachers’ training.

目的本研究旨在确定墨西哥准教师嗓音症状的患病率及相关因素。方法本横断面研究于2023年秋季进行。数据是从参与机构提供的所有四年教师教育项目中收集的。四所院校共有1233名学生参与。在完成问卷之前，学生们阅读并签署了一份知情同意书，其中概述了研究的细节和他们的权利。为本研究开发了一份基于网络的自我报告问卷，包括以下内容：(1)人口统计信息，(2)教育信息，(3)生活习惯，以及(4)因发声症状而使用的卫生保健服务。此外，参与者还完成了西班牙语版的声音症状量表（VoiSS）、声音疲劳指数（VFI）和声音障碍筛查指数（SIVD）。结果嗓音症状的发生率随器械使用的不同而不同。实习中对灰尘的感知是与不同量表报告的声音症状相关的最显著的教学培训条件(VoiSS, OR = 2.00；SIVD, OR = 2.08)，与声音疲劳（VFI因子1）相关（OR = 1.72）。第三年培训的准教师或刚开始实习的教师更有可能报告使用所有量表（VFI因子1和2、VoiSS和SIVD）测量的声音症状。讨论与结论在体验教师职业的全部职业声音需求之前，准教师可能会接触到增加其报告声音症状可能性的教学培训条件。在未来教师培训期间，通过识别相关需求和声音症状的普遍程度，可能有机会实施早期干预和教育计划。

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