<div> <section> <h3> Background</h3> <p>Children and adolescents with language problems have poorer mental health compared with their non-language impaired peers. Less is known about mental health in adults with a history of language problems. This paper presents a systematic review and meta-analysis that addresses this gap in the literature. Specifically, it summarises the results from studies examining anxiety and depression in adults (aged 18 years and over) who were identified with language impairments or problems earlier in development.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Five electronic databases (PsycINFO, ERIC, CINAHL, EMBASE and PubMed) were searched for studies comparing anxiety and/or depression in a sample of adults with and without a history of language problems. Nine studies were found that met the inclusion criteria. From each, an odds ratio (OR) was computed measuring the relationship between childhood language problems and anxiety or depression in adulthood. The OR was computed so values > 1 which indicated anxiety/depression were associated with a history of language problems. ORs were averaged using multilevel random effects meta-analysis.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Averaging the study's findings across both anxiety and depression outcomes, we found that a history of childhood language problems was associated with poorer mental health in adulthood (OR = 1.79, <i>p</i> = 0.004). The association for anxiety was also significant (OR = 1.80, <i>p</i> = 0.012) and close to statistical significance for depression (OR = 1.60, <i>p</i> = 0.054).</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This review reveals that adults with a history of language problems are more likely to experience poorer mental health outcomes compared with controls. These findings demonstrate childhood language problems affect not only communication but also mental health and well-being in the long term.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Prior research examining mental health in children and adolescents with language problems reveals a twofold increased risk of internalising problems, including anxiety and depression. However, little is known ab
{"title":"Meta-analysis reveals low language capacity in childhood is associated with mental health problems in adulthood","authors":"Shelby W. Y. Lim, Jarrad A. G. Lum","doi":"10.1111/1460-6984.13125","DOIUrl":"10.1111/1460-6984.13125","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children and adolescents with language problems have poorer mental health compared with their non-language impaired peers. Less is known about mental health in adults with a history of language problems. This paper presents a systematic review and meta-analysis that addresses this gap in the literature. Specifically, it summarises the results from studies examining anxiety and depression in adults (aged 18 years and over) who were identified with language impairments or problems earlier in development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Five electronic databases (PsycINFO, ERIC, CINAHL, EMBASE and PubMed) were searched for studies comparing anxiety and/or depression in a sample of adults with and without a history of language problems. Nine studies were found that met the inclusion criteria. From each, an odds ratio (OR) was computed measuring the relationship between childhood language problems and anxiety or depression in adulthood. The OR was computed so values > 1 which indicated anxiety/depression were associated with a history of language problems. ORs were averaged using multilevel random effects meta-analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Averaging the study's findings across both anxiety and depression outcomes, we found that a history of childhood language problems was associated with poorer mental health in adulthood (OR = 1.79, <i>p</i> = 0.004). The association for anxiety was also significant (OR = 1.80, <i>p</i> = 0.012) and close to statistical significance for depression (OR = 1.60, <i>p</i> = 0.054).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This review reveals that adults with a history of language problems are more likely to experience poorer mental health outcomes compared with controls. These findings demonstrate childhood language problems affect not only communication but also mental health and well-being in the long term.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Prior research examining mental health in children and adolescents with language problems reveals a twofold increased risk of internalising problems, including anxiety and depression. However, little is known ab","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2985-3003"},"PeriodicalIF":1.5,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478812","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}
<div> <section> <h3> Background</h3> <p>There are many children with neurodisability who are unable to rely on speech to communicate and so use a range of augmentative and alternative communication (AAC) methods and strategies to get their message across. Current instruments designed to measure the outcomes of speech and language therapy interventions lack specific attention to communication outcomes that are valued by non-verbal children with neurodisability, their families and support networks. This qualitative meta-synthesis was conducted to identify valued communication outcomes to inform the next stage of developing a novel outcome measure.</p> </section> <section> <h3> Aims</h3> <p>To systematically identify and synthesise the qualitative evidence about which communication outcomes non-verbal children with neurodisability, their family members, healthcare professionals and educators think are important to achieve, specifically which communication outcomes are most valued by: (1) non-verbal children with neurodisability; (2) parents or other family members of non-verbal children with neurodisability; and (3) professionals who work with non-verbal children with neurodisability.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A systematic search of bibliographic databases and the grey literature was undertaken to identify qualitative studies that included evidence of views expressed by children, family members, healthcare professionals and educators on outcomes in relation to the communication of non-verbal children with neurodisability. All papers meeting the inclusion criteria were quality appraised using the Critical Appraisal Skills Programme Qualitative checklist, although none were excluded on this basis. The data synthesis involved organising coded data into descriptive themes which were then synthesised into analytical themes.</p> </section> <section> <h3> Main Contribution</h3> <p>We found 47 papers containing qualitative data meeting the inclusion criteria from research situated in 14 countries. The views of 35 children, 183 parents, six other family members, 42 healthcare professionals and 18 educators are represented in the review. The included studies contained very few data reported by children themselves; most data were provided by adults, especially parents. Three main analytical themes were identified: Experiences of communication and expectations; adapting to and acceptance of AAC; and becoming an autonomous communicator.</p> </section> <section>
{"title":"Child, family and professional views on valued communication outcomes for non-verbal children with neurodisability: A qualitative meta-synthesis","authors":"Katherine Buckeridge, Vanessa Abrahamson, Tracy Pellatt-Higgins, Diane Sellers, Lindsay Forbes","doi":"10.1111/1460-6984.13121","DOIUrl":"10.1111/1460-6984.13121","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There are many children with neurodisability who are unable to rely on speech to communicate and so use a range of augmentative and alternative communication (AAC) methods and strategies to get their message across. Current instruments designed to measure the outcomes of speech and language therapy interventions lack specific attention to communication outcomes that are valued by non-verbal children with neurodisability, their families and support networks. This qualitative meta-synthesis was conducted to identify valued communication outcomes to inform the next stage of developing a novel outcome measure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To systematically identify and synthesise the qualitative evidence about which communication outcomes non-verbal children with neurodisability, their family members, healthcare professionals and educators think are important to achieve, specifically which communication outcomes are most valued by: (1) non-verbal children with neurodisability; (2) parents or other family members of non-verbal children with neurodisability; and (3) professionals who work with non-verbal children with neurodisability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A systematic search of bibliographic databases and the grey literature was undertaken to identify qualitative studies that included evidence of views expressed by children, family members, healthcare professionals and educators on outcomes in relation to the communication of non-verbal children with neurodisability. All papers meeting the inclusion criteria were quality appraised using the Critical Appraisal Skills Programme Qualitative checklist, although none were excluded on this basis. The data synthesis involved organising coded data into descriptive themes which were then synthesised into analytical themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>We found 47 papers containing qualitative data meeting the inclusion criteria from research situated in 14 countries. The views of 35 children, 183 parents, six other family members, 42 healthcare professionals and 18 educators are represented in the review. The included studies contained very few data reported by children themselves; most data were provided by adults, especially parents. Three main analytical themes were identified: Experiences of communication and expectations; adapting to and acceptance of AAC; and becoming an autonomous communicator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2946-2984"},"PeriodicalIF":1.5,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478811","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}
<div> <section> <h3> Background</h3> <p>Phonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research.</p> </section> <section> <h3> Aims</h3> <p>To systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis.</p> </section> <section> <h3> Main contribution</h3> <p>A total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for train
{"title":"Learner training for phonetic transcription of typical and/or disordered speech: A scoping review","authors":"Alice Lee, Nicola Bessell","doi":"10.1111/1460-6984.13126","DOIUrl":"10.1111/1460-6984.13126","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Phonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main contribution</h3>\u0000 \u0000 <p>A total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for train","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2926-2945"},"PeriodicalIF":1.5,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394621","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}
<div> <section> <h3> Introduction</h3> <p>Collaborative approaches in speech-language pathology (SLP) aim to integrate the experience of clients and people important to them by including these stakeholders actively in decision making. This inclusion can lead to more effective, engaging, and safer SLP practice. A variety of collaborative approaches have evolved in response to sociocultural contexts, and as a result, there are many different approaches currently in use such as co-design, co-production, and co-creation. However, despite widening acceptance and utilisation of collaborative approaches, the use and evidence for these in SLP literature have not been considered collectively. The current study aims to explore how collaborative approaches, used to develop products or services in SLP, are reported in literature.</p> </section> <section> <h3> Methods</h3> <p>Using narrative review methodology, a systematic search of three databases and hand searching were conducted to explore how collaborative approaches, used to develop products or services, are reported in SLP. Search terms reflected the breadth of collaborative approaches and the diverse nature of SLP across clinical practice. Following screening of initial data, 59 articles were identified for data extraction and narrative synthesis. An internationally recognised reporting checklist for stakeholder involvement called the Guidance for Reporting Involvement of Patients and the Public, Version 2 (GRIPP2), informed the reviewing process in addition to qualitative description.</p> </section> <section> <h3> Results</h3> <p>Collaborative approaches across SLP practice were found to be diverse as were the terminology and tools used for collaboration. Two-thirds of the studies were published after 2020. The timing and involvement of stakeholders in collaborative approaches varied greatly; however, most stakeholder involvement was found in the conducting of research activities, compared to other areas such as planning, analysis, and reporting. The GRIPP2 review indicated strengths and opportunities in reporting of stakeholder involvement. When stakeholder involvement was rigorously reported it could include reflection on how stakeholders contributed within their communication abilities and how this contribution benefited the study.</p> </section> <section> <h3> Conclusion</h3> <p>Collaborative approaches reported in SLP focused on valuing and respecting people with living experience of communication and swallowing difficulties. This narrative review contributes to the resources available to support
{"title":"Collaborative approaches with stakeholders in speech-language pathology: Narrative literature review","authors":"Jessica Hassett, Liz Spencer, Sally Hewat, Kylie Wales, Gwendalyn Webb","doi":"10.1111/1460-6984.13123","DOIUrl":"10.1111/1460-6984.13123","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Collaborative approaches in speech-language pathology (SLP) aim to integrate the experience of clients and people important to them by including these stakeholders actively in decision making. This inclusion can lead to more effective, engaging, and safer SLP practice. A variety of collaborative approaches have evolved in response to sociocultural contexts, and as a result, there are many different approaches currently in use such as co-design, co-production, and co-creation. However, despite widening acceptance and utilisation of collaborative approaches, the use and evidence for these in SLP literature have not been considered collectively. The current study aims to explore how collaborative approaches, used to develop products or services in SLP, are reported in literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using narrative review methodology, a systematic search of three databases and hand searching were conducted to explore how collaborative approaches, used to develop products or services, are reported in SLP. Search terms reflected the breadth of collaborative approaches and the diverse nature of SLP across clinical practice. Following screening of initial data, 59 articles were identified for data extraction and narrative synthesis. An internationally recognised reporting checklist for stakeholder involvement called the Guidance for Reporting Involvement of Patients and the Public, Version 2 (GRIPP2), informed the reviewing process in addition to qualitative description.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Collaborative approaches across SLP practice were found to be diverse as were the terminology and tools used for collaboration. Two-thirds of the studies were published after 2020. The timing and involvement of stakeholders in collaborative approaches varied greatly; however, most stakeholder involvement was found in the conducting of research activities, compared to other areas such as planning, analysis, and reporting. The GRIPP2 review indicated strengths and opportunities in reporting of stakeholder involvement. When stakeholder involvement was rigorously reported it could include reflection on how stakeholders contributed within their communication abilities and how this contribution benefited the study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Collaborative approaches reported in SLP focused on valuing and respecting people with living experience of communication and swallowing difficulties. This narrative review contributes to the resources available to support ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2911-2925"},"PeriodicalIF":1.5,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394620","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}
<div> <section> <h3> Background</h3> <p>Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks.</p> </section> <section> <h3> Aims</h3> <p>This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD).</p> </section> <section> <h3> Methods and Procedure</h3> <p>We present data for 24 children (six per DLD, CAS, SSD and TD groups), ranging in age from 50–92 months. Children with DLD, CAS and SSD showed similar articulation scores and children with DLD and children with CAS showed similar expressive language scores. Total vowel errors, total monophthong errors, monophthong substitutions, diphthongization errors, total diphthong errors, diphthong substitutions and diphthong reduction errors were calculated by syllable length and group. Repeated measures analyses of variance were used to examine group differences.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Children with DLD and children with CAS produced a higher frequency of total vowel errors compared to children with TD. Children with DLD produced more total monophthong errors than children with TD. Children with DLD and children with CAS produced more total diphthong errors than children with TD. For children with DLD, these were characterised by diphthong substitutions. For children with CAS, these were characterised by diphthong substitutions and diphthong reduction errors. For all measures, error rates in children with SSD did not significantly differ from any of the other three groups.</p> </section> <section> <h3> Conclusion</h3> <p>Preliminary evidence indicates that children with DLD and children with CAS both show high rates of vowel errors in NWR tasks and weaknesses in encoding and memory. For children with CAS, additional motor planning difficulties are associated with an increased likelihood to reduce diphthongs. Children with SSD show more mild processing difficulties than children with DLD and children with CAS, though they do not perform as well as TD peers. Future work should replicate
背景：准确的非词重复（NWR）取决于许多基本技能，包括编码、记忆以及运动规划和编程。尽管元音错误经常与儿童语言障碍（CAS）有关，但最近的几项研究发现，发育性语言障碍（DLD）儿童在非词重复任务中产生元音错误的比率很高。目的：本回顾性分析探讨了在非词重复中产生元音错误的总体频率和类型是否区分了DLD儿童、CAS儿童、言语发声障碍（SSD）儿童和典型发育（TD）儿童：我们提供了 24 名儿童（DLD、CAS、SSD 和 TD 组各六人）的数据，他们的年龄在 50-92 个月之间。DLD 儿童、CAS 儿童和 SSD 儿童的发音得分相似，DLD 儿童和 CAS 儿童的语言表达得分相似。按音节长度和组别计算元音错误总数、单音错误总数、单音替换错误、双音化错误、双音错误总数、双音替换错误和双音减少错误。采用重复测量方差分析来检验组间差异：与 TD 儿童相比，DLD 儿童和 CAS 儿童出现总元音错误的频率更高。与 TD 儿童相比，DLD 儿童出现单音错误的频率更高。与 TD 儿童相比，DLD 儿童和 CAS 儿童出现双元音错误的频率更高。对于 DLD 儿童，这些错误的特点是双元音替换。对于 CAS 儿童来说，这些错误主要表现为双元音替换和双元音缩减错误。在所有测量中，SSD 儿童的错误率与其他三组儿童没有显著差异：初步证据表明，DLD 儿童和 CAS 儿童在 NWR 任务中的元音错误率都很高，而且在编码和记忆方面都存在缺陷。对于 CAS 儿童来说，额外的运动规划困难与减少双元音的可能性增加有关。与 DLD 儿童和 CAS 儿童相比，SSD 儿童表现出更轻微的处理困难，尽管他们的表现不如 TD 儿童。未来的工作应在更大的样本中复制并进一步明确影响元音准确性的处理缺陷：关于该主题的已知知识 非词重复（NWR）任务经常被纳入诊断电池中，用于识别患有发育性语言障碍（DLD）的儿童。在这些任务中表现不佳，历来被归因于发育性语言障碍儿童的语音工作记忆缺陷。然而，重复非单词依赖于许多基本的处理技能，而这些技能中有许多在患有言语和语言障碍的儿童身上都受到不同程度的影响。对元音错误的深入分析有可能揭示出 DLD 儿童、儿童语言障碍（CAS）儿童和言语发音障碍（SSD）儿童共同的以及特定的潜在处理弱点。本文对现有知识的补充 我们发现，与发育正常的儿童相比，DLD 儿童和 CAS 儿童的元音能力较低。对元音错误类型的细致研究进一步表明，DLD 儿童和 CAS 儿童在编码和记忆方面存在缺陷。运动规划和编程方面的缺陷是 CAS 儿童所特有的。患有 SSD 的儿童则表现出更轻微的处理缺陷，他们的表现与其他三组儿童没有显著差异。这项研究的临床意义是什么？通过研究 DLD 儿童、CAS 儿童和 SSD 儿童在 NWR 中产生的元音错误类型，我们可以进一步明确区分这三类儿童的潜在处理缺陷。这项研究为不同类型的言语和语言障碍儿童的语言处理提供了理论依据，并有可能提高 NWR 任务的诊断效用。
{"title":"Exploring vowel errors produced in nonword repetition in children with speech and language disorders","authors":"Janet Vuolo, Taylor L. Gifford","doi":"10.1111/1460-6984.13120","DOIUrl":"10.1111/1460-6984.13120","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedure</h3>\u0000 \u0000 <p>We present data for 24 children (six per DLD, CAS, SSD and TD groups), ranging in age from 50–92 months. Children with DLD, CAS and SSD showed similar articulation scores and children with DLD and children with CAS showed similar expressive language scores. Total vowel errors, total monophthong errors, monophthong substitutions, diphthongization errors, total diphthong errors, diphthong substitutions and diphthong reduction errors were calculated by syllable length and group. Repeated measures analyses of variance were used to examine group differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Children with DLD and children with CAS produced a higher frequency of total vowel errors compared to children with TD. Children with DLD produced more total monophthong errors than children with TD. Children with DLD and children with CAS produced more total diphthong errors than children with TD. For children with DLD, these were characterised by diphthong substitutions. For children with CAS, these were characterised by diphthong substitutions and diphthong reduction errors. For all measures, error rates in children with SSD did not significantly differ from any of the other three groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Preliminary evidence indicates that children with DLD and children with CAS both show high rates of vowel errors in NWR tasks and weaknesses in encoding and memory. For children with CAS, additional motor planning difficulties are associated with an increased likelihood to reduce diphthongs. Children with SSD show more mild processing difficulties than children with DLD and children with CAS, though they do not perform as well as TD peers. Future work should replicate ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2896-2910"},"PeriodicalIF":1.5,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13120","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373330","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}
Marie-Pier McSween, Tasman Day, Jessica Hill, Sarah J. Wallace
<div> <section> <h3> Background</h3> <p>There is increasing interest in the incorporation of animal-assisted services (AAS) in therapy for adults with acquired neurogenic communication disorders. AAS have the potential to enhance speech and language therapy engagement and outcomes. However, a greater understanding of the nature and potential benefits of these interventions is needed.</p> </section> <section> <h3> Aims</h3> <p>To describe the existing evidence for the incorporation of AAS in therapy with adults with acquired neurogenic communication disorders and to identify areas for future research.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A scoping review was conducted and reported in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist extension for scoping reviews (PRISMA-ScR). Seven databases (PubMed, Embase, CINAHL, PsycINFO, Cochrane, Scopus, Web of Science) and grey literature (Google) were searched. Two reviewers independently screened titles, abstracts and full texts against eligibility criteria using Covidence software. The Template for Intervention Description and Replication (TIDieR) checklist guided extraction of intervention data.</p> </section> <section> <h3> Main Contributions</h3> <p>A total of 17 studies with adults with aphasia, apraxia of speech and cognitive–communication disorders were included. While terminology varied, most interventions met the definition of animal-assisted therapy or animal-assisted activity and used therapy dogs. Across studies, a range of outcomes were targeted, and positive benefits were reported for participant mood, emotions, motivation and satisfaction. There were mixed, but mostly positive, benefits on social behaviour, communication and participation.</p> </section> <section> <h3> Conclusions & Implications:</h3> <p>AAS has been incorporated in therapy for adults with acquired neurogenic communication disorders, predominately with people with dementia. Across studies, communication impairments and AAS interventions were insufficiently or inconsistently described. Improved reporting would assist understanding of the potential benefits of AAS as an adjunct therapy. A quality appraisal of existing studies, and meta-analysis of findings, is needed to draw conclusions about the effectiveness of AAS as a complementary therapy for people with acquired neurogenic communication disorders.</p> </section>
背景：人们对将动物辅助服务（AAS）纳入后天性神经源性交流障碍成人治疗的兴趣与日俱增。动物辅助服务具有提高言语治疗参与度和治疗效果的潜力。目的：描述将动物辅助服务纳入后天性神经源性交流障碍成人治疗的现有证据，并确定未来研究的领域：根据《系统综述和荟萃分析首选报告项目》（Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist extension for scoping reviews，PRISMA-ScR）进行了范围界定综述的报告。检索了七个数据库（PubMed、Embase、CINAHL、PsycINFO、Cochrane、Scopus、Web of Science）和灰色文献（Google）。两名审稿人使用 Covidence 软件根据资格标准独立筛选标题、摘要和全文。干预描述和复制模板（TIDieR）检查表指导干预数据的提取：共纳入了 17 项针对成人失语症、语言障碍和认知交流障碍患者的研究。虽然术语不尽相同，但大多数干预措施都符合动物辅助治疗或动物辅助活动的定义，并使用了治疗犬。所有研究都针对一系列结果，并报告了对参与者情绪、情感、动机和满意度的积极影响。在社会行为、沟通和参与方面的益处参差不齐，但大多是积极的：AAS已被纳入后天性神经源性交流障碍成人的治疗中，主要针对痴呆症患者。在各项研究中，对交流障碍和 AAS 干预措施的描述不够充分或不一致。改进报告将有助于了解 AAS 作为辅助疗法的潜在益处。需要对现有研究进行质量评估，并对研究结果进行荟萃分析，才能得出结论，说明AAS作为一种辅助疗法对获得性神经源性交流障碍患者的有效性：关于该主题的已知信息 人们对 AAS 作为传统言语和语言疗法的辅助疗法越来越感兴趣，相关研究也越来越多。一些临床研究表明，将 AAS 作为一种辅助治疗方法可使一些人群受益，其中包括患有后天性神经源性交流障碍的成年人。迄今为止，该领域尚未有全面的文献综述。本文对现有知识的补充 本综述旨在描述有关 AAS 作为后天性神经源性交流障碍成人辅助干预措施的已知信息。共确定了 17 项研究，其中大部分是针对痴呆症患者进行的。总体而言，AAS 对参与者的情绪、积极情绪、动机和满意度都有积极的影响。AAS对社交行为（包括语言和非语言交流结果）和参与的益处不一，但大多是积极的。这项研究的实际和临床意义是什么？这些结果表明，将 AAS 纳入言语-语言治疗师治疗后天性神经源性交流障碍患者的传统模式中可能会带来治疗效果。然而，临床医生应谨慎看待这些研究结果。研究报告往往不够充分或不一致，因此需要对现有研究进行质量评估和荟萃分析，才能就 AAS 作为后天性神经源性交流障碍患者辅助治疗方法的有效性得出明确结论。
{"title":"Animal-assisted services for adults with acquired neurogenic communication disorders: A scoping review","authors":"Marie-Pier McSween, Tasman Day, Jessica Hill, Sarah J. Wallace","doi":"10.1111/1460-6984.13119","DOIUrl":"10.1111/1460-6984.13119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is increasing interest in the incorporation of animal-assisted services (AAS) in therapy for adults with acquired neurogenic communication disorders. AAS have the potential to enhance speech and language therapy engagement and outcomes. However, a greater understanding of the nature and potential benefits of these interventions is needed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To describe the existing evidence for the incorporation of AAS in therapy with adults with acquired neurogenic communication disorders and to identify areas for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A scoping review was conducted and reported in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-analyses checklist extension for scoping reviews (PRISMA-ScR). Seven databases (PubMed, Embase, CINAHL, PsycINFO, Cochrane, Scopus, Web of Science) and grey literature (Google) were searched. Two reviewers independently screened titles, abstracts and full texts against eligibility criteria using Covidence software. The Template for Intervention Description and Replication (TIDieR) checklist guided extraction of intervention data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contributions</h3>\u0000 \u0000 <p>A total of 17 studies with adults with aphasia, apraxia of speech and cognitive–communication disorders were included. While terminology varied, most interventions met the definition of animal-assisted therapy or animal-assisted activity and used therapy dogs. Across studies, a range of outcomes were targeted, and positive benefits were reported for participant mood, emotions, motivation and satisfaction. There were mixed, but mostly positive, benefits on social behaviour, communication and participation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications:</h3>\u0000 \u0000 <p>AAS has been incorporated in therapy for adults with acquired neurogenic communication disorders, predominately with people with dementia. Across studies, communication impairments and AAS interventions were insufficiently or inconsistently described. Improved reporting would assist understanding of the potential benefits of AAS as an adjunct therapy. A quality appraisal of existing studies, and meta-analysis of findings, is needed to draw conclusions about the effectiveness of AAS as a complementary therapy for people with acquired neurogenic communication disorders.</p>\u0000 </section>\u0000 \u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2858-2877"},"PeriodicalIF":1.5,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367148","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}
Benjamin Munson, Chloe Wruck, Nina R. Benway, Jonathan L. Preston
<div> <section> <h3> Purpose</h3> <p>Typically developing children assigned male at birth (AMAB) and children assigned female at birth (AFAB) produce the fricative /s/ differently: AFAB children produce /s/ with a higher spectral peak frequency. This study examined whether implicit knowledge of these differences affects speech-language pathologists’/speech and language therapists’ (SLPs’/SLTs’) ratings of /s/ accuracy, by comparing ratings made in conditions where SLPs/SLTs were blind to children's sex assigned at birth (SAB) to conditions in which they were told this information.</p> </section> <section> <h3> Methods</h3> <p>SLPs (<i>n</i> = 95) varying in clinical experience rated the accuracy of word-initial /s/ productions (<i>n</i> = 87) of eight children with speech sound disorder in one of four conditions: one in which no information about the children was revealed, one in which children's SAB was revealed, one in which children's age was revealed, and one in which both were revealed.</p> </section> <section> <h3> Results</h3> <p>Despite there being no statistically significant differences between AFAB and AMAB children's /s/ production in researcher-determined accuracy or in one acoustic characteristic, spectral centroid, SLPs in all four conditions judged the /s/ productions of AFAB children as more accurate than AMAB children. Listeners were significantly less likely to judge the productions of AMAB children to be inaccurate in the conditions in which age or age and SAB were revealed. These effects were consistent across SLPs with greatly varying levels of clinical experience.</p> </section> <section> <h3> Conclusion</h3> <p>Knowing or imputing children's age and SAB can affect ratings of /s/ accuracy. Clinicians should be mindful of these potential effects. Future research should understand how expectations about sociolinguistic variation in speech affect appraisals of their speech and language.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Adult men and women produce /s/ differently. A consensus is that these differences reflect sociolinguistic gender marking, rather than being the passive consequence of vocal-tract differences. Recent studies have shown that children assigned female at birth (AFAB) and those assig
{"title":"Gender and age biases in the assessment of speech accuracy: A study of speech-language clinicians’ ratings of /s/ accuracy","authors":"Benjamin Munson, Chloe Wruck, Nina R. Benway, Jonathan L. Preston","doi":"10.1111/1460-6984.13122","DOIUrl":"10.1111/1460-6984.13122","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Typically developing children assigned male at birth (AMAB) and children assigned female at birth (AFAB) produce the fricative /s/ differently: AFAB children produce /s/ with a higher spectral peak frequency. This study examined whether implicit knowledge of these differences affects speech-language pathologists’/speech and language therapists’ (SLPs’/SLTs’) ratings of /s/ accuracy, by comparing ratings made in conditions where SLPs/SLTs were blind to children's sex assigned at birth (SAB) to conditions in which they were told this information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>SLPs (<i>n</i> = 95) varying in clinical experience rated the accuracy of word-initial /s/ productions (<i>n</i> = 87) of eight children with speech sound disorder in one of four conditions: one in which no information about the children was revealed, one in which children's SAB was revealed, one in which children's age was revealed, and one in which both were revealed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Despite there being no statistically significant differences between AFAB and AMAB children's /s/ production in researcher-determined accuracy or in one acoustic characteristic, spectral centroid, SLPs in all four conditions judged the /s/ productions of AFAB children as more accurate than AMAB children. Listeners were significantly less likely to judge the productions of AMAB children to be inaccurate in the conditions in which age or age and SAB were revealed. These effects were consistent across SLPs with greatly varying levels of clinical experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Knowing or imputing children's age and SAB can affect ratings of /s/ accuracy. Clinicians should be mindful of these potential effects. Future research should understand how expectations about sociolinguistic variation in speech affect appraisals of their speech and language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Adult men and women produce /s/ differently. A consensus is that these differences reflect sociolinguistic gender marking, rather than being the passive consequence of vocal-tract differences. Recent studies have shown that children assigned female at birth (AFAB) and those assig","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2878-2895"},"PeriodicalIF":1.5,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13122","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367149","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}
María González-Nosti, Arrate Barrenechea, Romina San Miguel-Abella, María del Carmen Pérez-Sánchez, Lucía Fernández-Manzano, Ainhoa Ramírez-Arjona, Noelia Rodríguez-Pérez, Elena Herrera
<div> <section> <h3> Background</h3> <p>Although considerable research has been conducted on post-COVID-19 syndrome (PCS), cognitive symptoms, particularly those related to language, are still not well understood.</p> </section> <section> <h3> Aims</h3> <p>To provide a detailed quantitative and qualitative analysis of language performance in PCS patients using a comprehensive set of semantic and verbal production tasks.</p> </section> <section> <h3> Methods & Procedures</h3> <p>The study involved 195 PCS patients aged 26–64 years and 50 healthy controls aged 25–61 years. Participants were assessed using two semantic tasks, three naming tasks and four types of verbal fluency tasks, designed to evaluate different aspects of language processing.</p> </section> <section> <h3> Outcomes & Results</h3> <p>PCS patients demonstrated significantly poorer performance compared with controls across all verbal fluency tasks. This was evident in both the total number of words generated and their types, with patients tending to choose more easily accessible words. In naming tasks, the pattern of errors was similar in both groups, although patients showed a higher number of non-responses and made more errors, reflecting difficulties in word retrieval. The analysis highlighted the impact of factors such as stimulus availability, educational level and cognitive reserve on performance. Notably, younger patients performed worse than older, a paradoxical trend also observed in previous research.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>These findings reveal significant word retrieval difficulties in PCS patients, suggesting that cognitive impairment related to language may be more pronounced than previously understood. The results underscore the need for a thorough evaluation of language functions in PCS patients and the development of more targeted and individualized language rehabilitation strategies to address these specific challenges.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Studies on the cognitive characteristics of CPS have focused mainly on broad-spectrum neuropsychological assessments covering all cog
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Clàudia Roca, Ignasi Ivern, Ignacio Cifre, Olga Bruna
<div> <section> <h3> Background</h3> <p>In the Spanish and Catalan context, there is currently a lack of standardized, linguistically adapted tools to assess people with communication disorders. This lack is especially evident when it comes to instruments designed to assess functional communication.</p> </section> <section> <h3> Aims</h3> <p>The main objective of this study is to adapt the instrument entitled <i>Communication Activities of Daily Living</i> 3rd edition (CADL-3) into European Spanish (CADL-3VE) and Catalan (CADL-3VC), thus providing a new tool to assess the functional communication of patients with aphasia in the Spanish and Catalan populations.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A total of 152 people, all residents of Catalonia, took part in the study. The CADL-3VE test was administered to 125 Spanish-speaking participants, who were divided into two groups, one consisting of patients with aphasia and the other a control group. The CADL-3VC test was administered to 27 Catalan-speaking patients with aphasia. Other tests and assessment scales were used for the external validation of the test.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Reliability scores were recorded for both new versions of the test. There was a very strong correlation between the CADL-3VE test and external criteria. The scores for both of the new versions showed significant differences in terms of performance between the aphasia and control groups. Both versions displayed similarities with the original test with respect to most of the psychometric analyses carried out.</p> </section> <section> <h3> Conclusion & Implications</h3> <p>The test makes it possible to assess everyday communicative functioning and participation in real-world contexts. As such, it helps inform the creation of personalized, interdisciplinary treatment plans aimed at functional objectives that consider the patient's context.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>In order to effectively assess aphasia based on a bio-psycho-social perspective, it is necessary to examine functional communication. In other words, there
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<div> <section> <h3> Background</h3> <p>The abbreviated version of the Token Test (aTT) is widely used to assess language comprehension deficits in stroke patients (SPs). However, aTT has not been validated for Latin American Spanish speakers, so clinicians tend to use cut-off scores for aTT validated in developed countries.</p> </section> <section> <h3> Aims</h3> <p>To provide normative data for the Spanish aTT (Sp-aTT) in healthy Chilean Spanish-speaking and SP, determining the influence of sociodemographic variables such as gender, age and education on Sp-aTT performance.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A total of 210 healthy volunteers (age range = 18–88 years) and 197 SPs (age range = 23–94 years), all native speakers of Chilean Spanish, were recruited. The association of age, gender and years of education on the Sp-aTT performance was analysed. Specificity and sensibility analyses of the Sp-aTT to diagnose language comprehension deficits were completed.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Only age (<i>p</i> < 0.001) and years of education (<i>p</i> < 0.001) impacted the total score of Sp-aTT. Gender did not show an association with Sp-aTT performance (<i>p</i> = 0.181). For SPs, the Sp-aTT score showed a significant positive correlation (rho = 0.4, <i>p</i> < 0.001) with the aphasia severity rating scale (ASRS) score. For Sp-aTT, the area under the curve was 0.97, and the optimal cut-off score for the Sp-aTT was 30 (0.73 of sensitivity, 0.92 of specificity and a Youden index of 0.644).</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Age and years of education are two key factors to be controlled for when determining the optimal cut-off points for the Sp-aTT. Our results also highlight the need for language-specific norms in stroke and aphasia research.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>The aTT has been validated and adapted in several countries. Its properties in screening and detecting comprehensive deficits in SPs highlight its potential as a screening tool in clinical practice. Moreover, considering that stroke is the thi
{"title":"Validation of the abbreviated version of the Token Test in Latin American Spanish stroke patients","authors":"Teresa Julio-Ramos, Valentina Mora-Castelletto, José Conejeros-Pavez, Josette Saez-Martínez, Pía Solinas-Ivys, Pamela Donoso, Bernardita Soler-León, Silvia Martínez-Ferreiro, Camilo Quezada, Carolina Méndez-Orellana","doi":"10.1111/1460-6984.13117","DOIUrl":"10.1111/1460-6984.13117","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The abbreviated version of the Token Test (aTT) is widely used to assess language comprehension deficits in stroke patients (SPs). However, aTT has not been validated for Latin American Spanish speakers, so clinicians tend to use cut-off scores for aTT validated in developed countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To provide normative data for the Spanish aTT (Sp-aTT) in healthy Chilean Spanish-speaking and SP, determining the influence of sociodemographic variables such as gender, age and education on Sp-aTT performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 210 healthy volunteers (age range = 18–88 years) and 197 SPs (age range = 23–94 years), all native speakers of Chilean Spanish, were recruited. The association of age, gender and years of education on the Sp-aTT performance was analysed. Specificity and sensibility analyses of the Sp-aTT to diagnose language comprehension deficits were completed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Only age (<i>p</i> < 0.001) and years of education (<i>p</i> < 0.001) impacted the total score of Sp-aTT. Gender did not show an association with Sp-aTT performance (<i>p</i> = 0.181). For SPs, the Sp-aTT score showed a significant positive correlation (rho = 0.4, <i>p</i> < 0.001) with the aphasia severity rating scale (ASRS) score. For Sp-aTT, the area under the curve was 0.97, and the optimal cut-off score for the Sp-aTT was 30 (0.73 of sensitivity, 0.92 of specificity and a Youden index of 0.644).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Age and years of education are two key factors to be controlled for when determining the optimal cut-off points for the Sp-aTT. Our results also highlight the need for language-specific norms in stroke and aphasia research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The aTT has been validated and adapted in several countries. Its properties in screening and detecting comprehensive deficits in SPs highlight its potential as a screening tool in clinical practice. Moreover, considering that stroke is the thi","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2815-2827"},"PeriodicalIF":1.5,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142308889","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}
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