Journal of Communication Disorders最新文献_第8页

Using a scoring template to identify intervention goals for adolescent social communication interventions 使用评分模板确定青少年社会沟通干预的干预目标

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

Journal of Communication Disorders

Pub Date : 2025-03-03 DOI: 10.1016/j.jcomdis.2025.106513

Gerard H. Poll , William J. Boone , Janis Petru

Background

Social communication is a critical skill for adolescents at risk for communication disorders as they transition from compulsory education to adult contexts. Identifying intervention goals that are well tailored to the individual requires information from assessments that 1) describe the examinee's present level of social communication ability and 2) identify skills that are just beyond the examinee's current ability level that may challenge the examinee.

Purpose

The purpose of this study was to evaluate the psychometric properties of a new assessment of social communication for adolescents, and to explore whether a Rasch keyform – a scoring template that links an examinee's overall ability to their scores on individual instrument items–provides an interpretable assessment output for intervention goal selection.

Method

The new Transition Pragmatics Interview (TPI; Poll et al., 2024) was administered to 109 adolescents (14 to 21 years) of varied social communication abilities. Data were analyzed using Rasch analysis to evaluate the psychometrics of the TPI. Keyform displays for employment-related TPI items were generated for three participants at different levels of ability.

Results

Analyses supported the TPI as a unidimensional and reliable scale. Keyform displays facilitated the identification of transition zones for each of the three exemplar respondents. Transition zones are item sets at difficulty levels associated with emerging participant abilities.

Conclusions

TPI keyforms detailed the present level of participant ability and identified items which would be the next most challenging. Data from three exemplar respondents were reviewed in order to show how keyforms could provide information to identify appropriate social communication intervention goals when combined with the examinee's career goals, academic standards, and industry standards for social communication.

随着青少年从义务教育阶段过渡到成人阶段，社交是一项有沟通障碍风险的关键技能。确定适合个人的干预目标需要来自以下评估的信息：1)描述考生当前的社会沟通能力水平；2)识别超出考生当前能力水平的可能对考生构成挑战的技能。目的本研究的目的是评估一种新的青少年社交沟通评估的心理测量特性，并探讨Rasch键表——一种将考生的整体能力与其单项工具项目的得分联系起来的评分模板——是否为干预目标选择提供了可解释的评估输出。方法采用新型过渡语用访谈法（TPI）；Poll et al., 2024)对109名具有不同社会沟通能力的青少年（14 - 21岁）进行了研究。数据采用Rasch分析评估TPI的心理测量学。为三个不同能力水平的参与者生成了与就业相关的TPI项目的键盘表格。结果分析支持TPI是一个一维的、可靠的量表。键盘显示有助于识别三个典型受访者的过渡区域。过渡区域是与新出现的参与者能力相关的难度级别的道具集。结论stpi关键表格详细描述了参与者目前的能力水平，并确定了下一个最具挑战性的项目。本文回顾了三个典型受访者的数据，以展示关键表格如何在结合考生的职业目标、学术标准和社会沟通行业标准时提供信息，以确定适当的社会沟通干预目标。

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引用次数: 0

Vocabulary and reading skills in adults with Prader-Willi syndrome 成人普瑞德-威利综合症的词汇和阅读技巧

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

Journal of Communication Disorders

Pub Date : 2025-03-01 DOI: 10.1016/j.jcomdis.2025.106508

Christelle Robert , Séverine Estival , Virginie Postal , Virginie Laurier , Fabien Mourre , Julie Tricot , Stéphanie Mathey

Introduction

Prader-Willi syndrome (PWS) is a rare genetic condition associated with global intellectual impairment. While research has evidenced speech problems, little is known about reading, which is a critical language ability involved in communication. The aim of the present study was to investigate vocabulary and reading skills in adults with PWS.

Method

A total of 56 individuals (35 females, mean age = 33.64 years, range = 19–57 years) with PWS participated. Standardized paper and pencil tests were used to examine the level of vocabulary (LexTale-FR test) and reading performance (Alouette-R test). Two computerized tasks were also administered to assess the efficiency of lexical and phonological processes in reading (lexical and phonological decision tasks, taken from the ECCLA software). Performance was analyzed and compared with available norms on neurotypical adults and/or children.

Results

The results showed that adults with PWS had a low level of vocabulary (i.e., three to five standard deviations difference compared to neurotypical adults), poor reading skills (i.e., equivalent to the level of nine-year-olds), and less efficient lexical and non-lexical phonological processes.

Conclusion

The present data suggest a global impairment in vocabulary and reading skills in adults with PWS. These findings might help clinicians to better understand the language abilities of these patients.

普瑞德-威利综合征（PWS）是一种罕见的遗传性疾病，与整体智力障碍有关。虽然研究证明了语言问题，但对阅读知之甚少，阅读是一种与交流有关的关键语言能力。本研究的目的是调查成人PWS患者的词汇和阅读技能。方法共纳入56例PWS患者，其中女性35例，平均年龄33.64岁，年龄范围19 ~ 57岁。采用标准化纸笔测试检测词汇水平（LexTale-FR测试）和阅读能力（Alouette-R测试）。两个计算机化的任务也被用来评估阅读中词汇和语音过程的效率（词汇和语音决策任务，取自ECCLA软件）。分析并比较神经正常的成人和/或儿童的表现。结果PWS成人的词汇量水平较低（与正常成人相比有3 ~ 5个标准差的差异），阅读能力较差（与9岁儿童水平相当），词汇和非词汇语音加工效率较低。结论：成人PWS患者的词汇和阅读能力普遍受损。这些发现可能有助于临床医生更好地了解这些患者的语言能力。

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引用次数: 0

Psychometric properties of the Intelligibility in Context Scale in monolingual Spanish-speaking children with and without speech sound disorders from Peru 秘鲁有或无语音障碍的单语西班牙语儿童语境可理解度的心理测量特征

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

Journal of Communication Disorders

Pub Date : 2025-02-28 DOI: 10.1016/j.jcomdis.2025.106511

Chelsea L. Sommer , Caitlin A. Cummings , Evelyn Cáceres-Nano , Carolina Romero-Narváez , Sarah Hatch Pollard

Purpose

This study explored the construct validity, internal consistency, and criterion validity of The Intelligibility in Context Scale: Spanish (ICS-S) with monolingual Spanish-speakers from Peru.

Method

Participants included 40 Spanish-speaking children (3 years and 3 months to 10 years and 11 months of age), n = 21 with typical speech, and n = 19 with speech sound disorders (SSD). Caregivers completed the ICS-S and children completed a single word articulation test; percent of consonants correct (PCC) were calculated. To evaluate construct validity, correlations were run between the ICS-S mean and the 7 ICS items; mean ICS-S scores in those with and without an SSD were compared using the Wilcoxon rank-sum test. Additionally, correlations were conducted between PCC and ICS-S mean scores to assess criterion validity and Chronbach's alpha was used to assess internal consistency. Because eight participants were rated as having both an SSD and severe hypernasality (defined as EAI=4), we ran sensitivity analyses with these participants excluded.

Results

The mean ICS-S score for the children with SSD was 3.5 and for the children with typical speech was 4.4. Correlations between item and total mean on the ICS-S were significant (p = 0.000 - 0.004) in all but one case (parent's rating with the ICS-S mean score for the children with typical speech and those without CP; p = 0.203 & 0.131). Mean ICS-S scores were significantly lower in those with SSDs (p < 0.001). Criterion validity between PCC and the ICS-S mean score was r = 0.564, CI= 0.307 - 0.745 p < 0.001 and internal consistency between all the test items on the ICS-S was α = 0.913. Most results (except one) remained consistent when the eight with SSD and severe hypernasality were excluded.

Conclusions

The ICS-S demonstrated construct and criterion validity as well as internal consistency for a cohort of monolingual Spanish children with and without SSD. These findings support the use of the ICS-S for screening for speech sound disorders (SSDs) in Spanish-speaking children.

目的以秘鲁单语西班牙语者为研究对象，探讨《西班牙语语境可理解度量表》（ICS-S）的结构效度、内部一致性和标准效度。方法选取40例西班牙语儿童（3岁3个月~ 10岁11个月），其中21例为典型语言患儿，19例为语音障碍（SSD）患儿。护理人员完成ICS-S测试，儿童完成单字发音测试；计算辅音正确率（PCC）。为了评估构念效度，我们在ICS- s平均值与7个ICS项目之间进行相关分析；采用Wilcoxon秩和检验比较有无SSD患者的平均ICS-S评分。此外，在PCC和ICS-S平均评分之间进行相关性评估标准效度，并使用Chronbach's alpha评估内部一致性。由于8名参与者被评为同时患有SSD和严重鼻窦炎（定义为EAI=4），我们对这些参与者进行了敏感性分析。结果言语障碍患儿的ICS-S平均分为3.5分，言语正常患儿的ICS-S平均分为4.4分。除了一种情况外，其他情况下(言语正常儿童和言语不正常儿童的父母评分与ICS-S平均得分之间的相关性均显著（p = 0.000 - 0.004）；P = 0.203 &；0.131)。ssd患者的平均ICS-S评分显著降低(p <；0.001)。PCC与ICS-S平均评分之间的标准效度r = 0.564， CI= 0.307 ~ 0.745 p <；ICS-S量表各测试项目间的内部一致性为α = 0.913。当排除8例伴有SSD和严重鼻窦炎的患者时，大多数结果（除1例外）保持一致。结论ICS-S在有和没有SSD的单语西班牙儿童队列中证明了结构和标准的有效性以及内部一致性。这些发现支持使用ICS-S筛查西班牙语儿童的语音障碍（ssd）。

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引用次数: 0

Performance of autistic adults on conversational implicatures: A comparison of material and behavioural inferences 自闭症成人在会话含义上的表现：物质和行为推论的比较

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

Journal of Communication Disorders

Pub Date : 2025-02-28 DOI: 10.1016/j.jcomdis.2025.106509

Mark Jary , Isabel Martín-González , Agustín Vicente , Elena Castroviejo

This paper compares the performance of autistic and neurotypical participants in discourse-completion tasks that require the identification of two types of particularised conversational implicature. Material implicatures are those in which the inferential relationship from what is said to the implicature can be reconstructed without recourse to descriptions of the speaker's behaviour and the reasons underlying it, while behavioural implicatures do require such descriptions. We hypothesised that autistic participants would perform on a par with neurotypical participants in the material cases, but less well than neurotypicals in the behavioural cases, given that the latter make greater demands on theory of mind. In fact, we found that autistic participants’ performance mirrored that of neurotypicals in both conditions. We note a general tendency in the literature for autistic individuals to perform well on tests of comprehending implicit communication, in contrast to attested and self-reported difficulties in this area. We speculate that this mismatch might be explained in terms of a difference in underlying competence and the performance demands of real-world interactions.

本文比较了自闭症和神经正常参与者在需要识别两种特定会话含义的话语完成任务中的表现。物质暗示是指，从说话人所说的到暗示的推理关系可以在不依赖于说话人的行为及其背后原因的描述的情况下重建，而行为暗示确实需要这样的描述。我们假设自闭症参与者在物质情况下的表现与神经正常的参与者相当，但在行为情况下不如神经正常的参与者好，因为后者对心智理论的要求更高。事实上，我们发现自闭症参与者在两种情况下的表现都反映了正常人的表现。我们注意到，在文献中，自闭症个体在理解内隐沟通的测试中表现良好，这与在这一领域证明和自我报告的困难形成对比。我们推测，这种不匹配可能是根据潜在能力和现实世界互动的性能要求的差异来解释的。

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引用次数: 0

A systematic review of the relationships amongst older adults’ cognitive and motor speech abilities 老年人认知和运动语言能力之间关系的系统回顾

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

Journal of Communication Disorders

Pub Date : 2025-02-28 DOI: 10.1016/j.jcomdis.2025.106510

Laura Manderson, Anna Krzeczkowska, Anja Kuschmann, Anja Lowit, Louise A. Brown Nicholls

Age-related differences in motor speech performance may be only partially explained by physiological factors. In this systematic review we investigated the extent to which cognition is related to older adults’ motor speech production. PsycInfo, PubMed, Web of Science, and the Cochrane Library were last searched on 1st October 2024. Eligible studies involved healthy older adults, and/or those with mild cognitive impairment (MCI), with an average age of 60 or above. Study quality was formally evaluated and results presented via a narrative synthesis. In total, there were 22 eligible studies identified including 747 older adults. Ten of eighteen studies investigating attention/executive abilities reported significant relationships with motor speech subprocesses in 571 of 661 participants. Relationships between other cognitive abilities and motor speech outcomes were also reported, however, there were significant gaps in the literature and heterogeneity in the measurements used. In addition, only five studies contained the highest quality evidence. Cognition, and potentially executive abilities specifically, may affect speech articulation in healthy aging and in MCI. Further research implementing a range of tasks is required to better understand the trajectory of age-related changes to cognition and motor speech production.

与年龄相关的运动语言表现差异可能只能部分地用生理因素来解释。在这篇系统综述中，我们调查了认知与老年人运动语言产生的关系程度。PsycInfo、PubMed、Web of Science和Cochrane Library最后一次被检索是在2024年10月1日。符合条件的研究涉及平均年龄在60岁或以上的健康老年人和/或轻度认知障碍（MCI）患者。对研究质量进行了正式评估，并通过叙事综合提出了研究结果。总共有22项符合条件的研究，包括747名老年人。在18项调查注意力/执行能力的研究中，有10项研究报告了661名参与者中571人与运动语言子过程的显著关系。其他认知能力和运动语言结果之间的关系也有报道，然而，在文献中存在显著的差距和使用的测量方法的异质性。此外，只有5项研究含有最高质量的证据。认知，特别是潜在的执行能力，可能会影响健康老年人和轻度认知障碍患者的言语表达。为了更好地了解认知和运动语言产生的年龄相关变化的轨迹，需要进一步的研究来实施一系列任务。

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引用次数: 0

A year in stuttering research: A systematic review of global representation and sociodemographic reporting practices in English-language journals in 2020 口吃研究的一年：2020年英语期刊全球代表性和社会人口报告实践的系统回顾

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

Journal of Communication Disorders

Pub Date : 2025-01-31 DOI: 10.1016/j.jcomdis.2025.106500

Ryan A. Millager , Talia Liu , Dillon G. Pruett , Robin M. Jones

Purpose

Demographic data is inconsistently reported and defined in communication sciences and disorders research, yet gender, ethnicity, and socioeconomic status (SES) may be critical considerations for investigations of stuttering. Therefore, the purpose of this study is to evaluate the global scope and sociodemographic reporting practices among stuttering research published in the year 2020.

Methods

Article searches were conducted in February 2023 in PsycINFO, PubMed, and ASHAWire for studies sampling participants with developmental stuttering or cluttering. Further inclusion criteria for systematic review were that articles must: (a) be published in the year 2020, (b) be published in a peer-reviewed journal, and (c) present original empirical research. Participant gender, ethnicity, and SES were extracted via a manualized coding scheme.

Results

The total corpus for review included k = 92 articles, representing a total n = 7,342 participants recruited from 26 different countries. The majority of articles (k = 36) were based in the United States (US), with all other countries contributing between 1 and 5 articles each. Gender (or sex) was reported in 93.5% of included studies, ethnicity in 22.8%, and SES in 41.3%. Reporting practices did not significantly differ between US and non-US countries. Of note, only one article in 2020 recruited participants who clutter, with all others recruiting participants who stutter.

Conclusion

This is the first systematic review of diversity and reporting practices in the global stuttering research literature. Our results revealed a narrow global distribution of research participants, with limited reporting and analyses regarding participant ethnicity or SES. Consequently, we have identified opportunities to improve research participant transparency and to further consider sociocultural variables toward the advancement of global and inclusive stuttering research.

目的在传播科学和障碍研究中，人口学数据的报告和定义不一致，但性别、种族和社会经济地位（SES）可能是口吃调查的关键考虑因素。因此，本研究的目的是评估2020年发表的口吃研究的全球范围和社会人口学报告实践。方法于2023年2月在PsycINFO、PubMed和ASHAWire上检索有发展性口吃或杂乱的研究样本。系统评价的进一步纳入标准是文章必须：(a)在2020年发表，(b)发表在同行评议的期刊上，(c)是原创的实证研究。通过手动编码方案提取参与者的性别、种族和社会经济地位。结果共纳入k = 92篇文献，共计n = 7342名受试者，来自26个不同国家。大多数文章（k = 36）来自美国（US），所有其他国家分别贡献了1到5篇文章。93.5%的纳入研究报告了性别，22.8%的研究报告了种族，41.3%的研究报告了社会经济地位。报告实践在美国和非美国国家之间没有显著差异。值得注意的是，2020年只有一篇文章招募了杂乱无章的参与者，其他所有文章都招募了口吃的参与者。结论：本研究首次系统回顾了全球口吃研究文献的多样性和报告实践。我们的研究结果显示，研究参与者的全球分布范围很窄，关于参与者种族或社会经济地位的报告和分析也很有限。因此，我们已经确定了提高研究参与者透明度的机会，并进一步考虑社会文化变量，以推进全球和包容性口吃研究。

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引用次数: 0

Measuring communicative style in parents of infants with suspected neurodevelopmental disorders: Reliability test and adaptation of the RAACS instrument 测量疑似神经发育障碍婴儿父母的沟通方式：RAACS仪器的信度检验和适应性

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

Journal of Communication Disorders

Pub Date : 2025-01-30 DOI: 10.1016/j.jcomdis.2025.106499

Lena Lindberger , Päivikki Aarne , Gunilla Thunberg , Anna Rensfeldt Flink

Introduction

The Responsive Augmentative and Alternative Communication Style Scale, version 3 (RAACS 3) has been used when assessing communicative style in parents of children with communicative disabilities between 12 and 60 months of age and it has demonstrated validity and reliability. The aim of this study was to investigate the reliability of RAACS when applied to video-recorded communication between parents and their infants (aged four to 12 months) with suspected neurodevelopmental disorders, and, if needed, adapt, and retest the instrument.

Method

Four speech language pathologists performed a three-phase reliability procedure using twenty-six audio-video recordings of interactions between parents and infants. Inter- and intrarater agreement was calculated. In phase I the original instrument RAACS 3 was used, on twenty recordings. In phase II the instrument was adapted to better suit the target group (parents of infants aged four to 12 months) and was called RAACS 4. In phase III RAACS 4 was pilot tested on six new audio-video recordings. This phase also included two joint ratings and a consensus discussion between the raters preceding the rating procedure.

Results

The testing during phase I showed low reliability rates of RAACS 3 independent of statistical test method. The pilot testing that was done during phase III showed that the adapted version, RAACS 4, had higher reliability rates.

Conclusions

RAACS 3 was not reliable for assessment of communicative style in parents of infants. RAACS 4 showed promising results when assessing communicative style of parents of infants with neurodevelopmental delays. Further reliability and validity investigation is needed.

本研究采用响应性增强和替代沟通风格量表第3版（RAACS 3）来评估12 - 60个月大的沟通障碍儿童父母的沟通风格，并证明了其有效性和可靠性。本研究的目的是调查RAACS应用于疑似神经发育障碍的父母和婴儿（4至12个月）之间的视频记录通信时的可靠性，如果需要，调整和重新测试该仪器。方法4名语言病理学家使用26段父母与婴儿互动的录音录像进行了三阶段可靠性测试。计算了内部和内部的协议。在第一阶段，使用了原始仪器RAACS 3，录制了20张唱片。在第二阶段，该仪器进行了调整，以更好地适应目标群体（4至12个月婴儿的父母），并被称为RAACS 4。在第三阶段，RAACS 4在六种新的音像制品上进行了试验。这一阶段还包括两次联合评级和评级程序之前评级员之间的协商一致讨论。结果第一阶段的测试显示RAACS 3独立于统计检验方法的信度较低。在第三阶段进行的试点测试表明，改进型RAACS 4具有更高的可靠性。结论raacs 3量表对婴幼儿父母沟通方式的评价不可靠。RAACS 4在评估神经发育迟缓婴儿父母的沟通方式时显示出令人鼓舞的结果。需要进一步的信度和效度调查。

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引用次数: 0

Longitudinal predictors of reading ability in children with CI learning to read in Swedish 学习瑞典语阅读的CI儿童阅读能力的纵向预测因素。

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

Journal of Communication Disorders

Pub Date : 2025-01-23 DOI: 10.1016/j.jcomdis.2025.106497

Malin Wass , Lena Anmyr , Björn Lyxell , Eva Karltorp , Elisabet Östlund , Ulrika Löfkvist

Purpose: This study investigated long-term predictors of reading development (phonological decoding, word recognition, and reading comprehension) in 24 children with cochlear implants (CIs). Method: The predictor variables were age, sex, nonverbal intelligence, working memory, paired associate learning, receptive vocabulary, phonological skills, grammatical knowledge, age at implantation, speech perception, and reported interest in reading. The children's mean age was approximately 7;8 years at the start of the study and they were then measured at three time points. The first and second assessments took place approximately 13 months apart, and the children were approximately 11;8 years of age at the third time point. Results: Decoding ability at age 11 was associated with early measures of nonverbal cognitive ability, visual-verbal paired associate learning, and grammatical knowledge when 0.05 was used as significance level but none of them remained significant after correcting for multiple comparisons. Several predictor variables from earlier measurements were significantly related to reading comprehension at age 11. The predictors that remained significant after Bonferroni correction were receptive vocabulary and grammatical knowledge. Discussion: The findings from this research suggest that early exposure to hearing and language, in particular vocabulary and grammar, is associated with reading outcomes at age 11.

目的：本研究探讨了24名植入人工耳蜗儿童阅读发展的长期预测因素（语音解码、单词识别和阅读理解）。方法：预测变量为年龄、性别、非语言智力、工作记忆、配对联想学习、接受性词汇、语音技能、语法知识、植入年龄、言语感知、阅读兴趣。在研究开始时，儿童的平均年龄约为7、8岁，然后在三个时间点对他们进行测量。第一次和第二次评估相隔约13个月，在第三个时间点，儿童约为11.8岁。结果：11岁儿童解码能力与非语言认知能力、视觉-语言配对联想学习和语法知识的早期测量结果在0.05为显著性水平时相关，但经多重比较校正后均不显著。早期测量的几个预测变量与11岁时的阅读理解显著相关。在Bonferroni纠正后，接受性词汇和语法知识仍然是显著的预测因子。讨论：这项研究的结果表明，早期接触听力和语言，特别是词汇和语法，与11岁时的阅读成绩有关。

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引用次数: 0

Relationships between executive functions and vocabulary knowledge in Spanish-speaking children with and without developmental language disorder 有与无发展性语言障碍的西班牙语儿童执行功能与词汇知识的关系

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

Journal of Communication Disorders

Pub Date : 2025-01-22 DOI: 10.1016/j.jcomdis.2025.106498

Felipe Torres-Morales , Gary Morgan , Ricardo Rosas

Developmental language disorder (DLD) is often associated with deficits in executive functions (EFs). One common area of language difficulty in DLD is the development of vocabulary knowledge and it has been suggested that EF abilities may be linked to this difficulty. However, an explanation for this relationship remains unclear. The rationale for the current study examined the relationship between EFs and two aspects of vocabulary knowledge, receptive vocabulary size and vocabulary depth, in Spanish-speaking children with and without DLD. Vocabulary skills, the EFs of interference control, response inhibition, verbal and nonverbal working memory, and switching, were assessed in a total of 204 children aged 6–8 years: 105 with DLD and 99 with typical development (TD). Relationships were assessed using multiple regression models and path analysis, including EF as predictors, receptive vocabulary size and vocabulary depth as outcome or mediating variables, and age and non-verbal intelligence as covariates. In children with DLD, the EFs verbal working memory and switching were directly associated with receptive vocabulary size and indirectly with vocabulary depth. This indirect relationship was mediated by receptive vocabulary size. In contrast, no EFs were associated with receptive vocabulary size, and vocabulary depth in the TD group. These results suggest that verbal working memory and cognitive flexibility play a role in the cognitive mechanisms linked to vocabulary development in school children with DLD. Intervention programs aimed at improving vocabulary in this population should include EF activities.

发展性语言障碍（DLD）通常与执行功能缺陷（EFs）有关。DLD中一个常见的语言困难领域是词汇知识的发展，有人认为EF能力可能与这种困难有关。然而，这种关系的解释仍然不清楚。本研究的基本原理是考察有和没有语言障碍的西班牙语儿童的情感表达与词汇知识的两个方面，即接受性词汇量和词汇深度之间的关系。本文对204名6 ~ 8岁儿童的词汇技能、干扰控制、反应抑制、言语和非言语工作记忆、转换能力进行了评估，其中DLD儿童105名，TD儿童99名。使用多元回归模型和路径分析评估关系，包括EF作为预测变量，接受词汇量和词汇深度作为结果或中介变量，年龄和非语言智力作为协变量。DLD儿童的言语工作记忆和转换与接受性词汇量直接相关，与词汇深度间接相关。接受性词汇量介导了这种间接关系。相比之下，在TD组中，ef与接受性词汇量和词汇深度没有关联。这些结果表明，言语工作记忆和认知灵活性在与DLD学龄期儿童词汇发展相关的认知机制中发挥了作用。旨在提高这一人群词汇量的干预计划应该包括EF活动。

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引用次数: 0

Enhancing online speech and language assessment: Item development for the remote adult language experiment (ReAL-E) tool 加强在线语音和语言评估：远程成人语言实验（ReAL-E）工具的项目开发。

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

Journal of Communication Disorders

Pub Date : 2025-01-22 DOI: 10.1016/j.jcomdis.2025.106496

Hope Sparks Lancaster , Ryan Parks , Seth Bashford , Denis Fitzpatrick , Alicia Buttner

Purpose: Recent technological advancements in psychology have yielded multiple unsupervised online tools for measuring cognitive skills. However, these tools do not measure key features of communication abilities in adults, such as productive speech or oral language. To address this gap, we developed the Remote Adult Language Experiment (ReAL-E) using a three-step approach that incorporates domain identification, expert evaluation, and piloting testing.

Method: Step 1 focused on domain and task identification by collaborating with experts and reviewing the literature. Step 2 included two rounds of evaluation by content and lay experts to assess the initial tool design, identify areas for refinement, and solicit feedback for desired features. Step 3 involved piloting the tool in a sample of adults recruited online.

Results: The ReAL-E tool adapted three speech planning and production tasks and four oral and written language tasks into online versions. Feedback from content and lay experts led to significant improvements, including enhanced task instructions, presentation modifications, and the incorporation of features to address potential confounds. Pilot testing demonstrated that adults perform within expected ranges, and five out of seven tasks had good to excellent preliminary reliability.

Conclusion: The development of the ReAL-E tool contributes to the field by offering a scalable, efficient method for assessing a broad range of communication skills in adults, paving the way for future research and clinical applications in developmental communication disorders. Our study underscores the collaborative effort and innovative approach required for creating a digital assessment tool that promises to expand research capabilities and improve diagnostic processes in the discipline.

目的：最近的心理学技术进步已经产生了多种用于测量认知技能的无监督在线工具。然而，这些工具并不能衡量成年人沟通能力的关键特征，比如富有成效的演讲或口头语言。为了解决这一差距，我们开发了远程成人语言实验（ReAL-E），使用了包含领域识别、专家评估和试点测试的三步方法。方法：第一步通过与专家合作和回顾文献，专注于领域和任务识别。步骤2包括由内容专家和外行专家进行的两轮评估，以评估最初的工具设计，确定需要改进的领域，并征求对所需特性的反馈。第三步是在网上招募的成年人样本中试用该工具。结果：ReAL-E工具将3个语音规划和制作任务以及4个口头和书面语言任务改编为在线版本。来自内容专家和外行专家的反馈导致了重大的改进，包括增强的任务说明、表示修改和合并功能以解决潜在的混淆。试点测试表明，成年人的表现在预期范围内，七个任务中有五个具有良好到极好的初步可靠性。结论：ReAL-E工具的开发为该领域提供了一种可扩展的、有效的方法来评估成人的广泛沟通技能，为未来在发育性沟通障碍的研究和临床应用铺平了道路。我们的研究强调了创建数字评估工具所需的协作努力和创新方法，该工具有望扩大研究能力并改善该学科的诊断过程。

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