Niamh Devane, Nicola Botting, Madeline Cruice, Abi Roper, Danielle Szafir, Jo Wood, Stephanie Wilson
<div> <section> <h3> Background</h3> <p>Accessibility of data visualization has been explored for users with visual disabilities but the needs of users with language disabilities have seldom been considered.</p> </section> <section> <h3> Aim</h3> <p>This scoping review synthesised what is known about data visualization for adults with language disabilities, specifically the acquired language disability, aphasia and Developmental Language Disorder. It sought to extract key findings and identify what practices support effective visualization for decision making for people with language disabilities.</p> </section> <section> <h3> Method</h3> <p>Papers were included if they investigated visualization of data, and the consumers of the data visualization were people with aphasia or developmental language disability. Seven databases were searched: CINAHL, Academic Search, Medline, PsychINFO, Ovid, ACM Digital Library and IEEE Xplore. Included studies were charted to extract title, author(s), year, country, paper type, scientific field, participant number(s), participant group(s), main topic, subtopic, method, task description, task category, data visualization, summary, key findings relevant to the review question, and guidelines or recommendations. Narrative synthesis was used to describe how people with language disability have interacted with data visualization from a range of literature.</p> </section> <section> <h3> Main Contribution</h3> <p>Six studies (seven publications) were included in the review. One study came from the field of health, one from a disability rights collaboration and four studies from computer science. No studies satisfying the review criteria explored data visualization for Developmental Language Disorder; however, five studies explored participants with cognitive disabilities that included impairments of language, so these were included. A range of visualization designs were found. Studies predominantly explored <i>understanding</i> of visualization (4/6). One study explored how to <i>express</i> data visually, and one explored the <i>use</i> of the visualization that is, for an action, choice, or decision. Cognitively accessible data visualization practices were described in four papers and synthesized. Supportive practices reported were reducing the cognitive load associated with processing a visualization and increasing personal relevance of data visualization.</p> </section> <section> <h3> Conclusion</h3> <p>Accessible dat
背景：目的：本综述综述了有关语言残疾成人，特别是后天性语言残疾、失语症和发育性语言障碍的数据可视化的知识。该综述旨在提取主要发现，并确定哪些做法可支持语言残疾人士在决策过程中实现有效的可视化：方法：如果论文对数据可视化进行了调查，且数据可视化的消费者是失语症患者或发育性语言障碍患者，则纳入该论文。检索了七个数据库：CINAHL、Academic Search、Medline、PsychINFO、Ovid、ACM Digital Library 和 IEEE Xplore。纳入的研究均以图表形式列出，以提取标题、作者、年份、国家、论文类型、科学领域、参与者编号、参与者群体、主要议题、副议题、方法、任务描述、任务类别、数据可视化、摘要、与综述问题相关的主要发现以及指导方针或建议。叙事综合法用于从一系列文献中描述语言残疾人如何与数据可视化互动：本综述包括六项研究（七份出版物）。其中一项来自健康领域，一项来自残疾人权利合作组织，四项来自计算机科学。没有符合审查标准的研究探讨了发育性语言障碍的数据可视化问题；不过，有五项研究探讨了有认知障碍（包括语言障碍）的参与者，因此这些研究也被纳入其中。研究发现了一系列可视化设计。研究主要探讨了对可视化的理解（4/6）。一项研究探讨了如何以可视化方式表达数据，另一项研究探讨了可视化的使用，即用于行动、选择或决策。有四篇论文介绍了可用于认知的数据可视化实践，并对其进行了综合。报告中提到的支持性做法包括减少处理可视化过程中的认知负荷以及提高数据可视化的个人相关性：针对失语症和发育性语言障碍成人的无障碍数据可视化研究还很少。专门为语言障碍用户提供支持的做法尚不明显。随着数据在日常决策中的广泛使用，未来的研究应探索语言残疾人士如何使用数据可视化：关于这一主题的已知信息 可视化资源被广泛用于帮助语言残障人士理解语言。也就是说，图标、地图、时间轴等都被用来支持听觉处理。然而，没有语言障碍的人也经常使用数据可视化来支持日常决策，例如，实时交通数据的可视化可为用户提供前往目的地的最佳路线。目前尚不清楚是否有任何研究对语言残疾人士的数据可视化进行过探索。 本文对现有知识的补充 本文汇集了有关患有发育性语言障碍或失语症的成年人（统称为语言残障人士）使用数据可视化的研究。它凸显了针对语言残疾的包容性数据可视化设计方面的空白，以及对这些人群使用数据可视化进行决策的极少研究。这项工作的临床意义是什么？获取数据可以增强能力。它有可能使人们能够参与决策并提高社会参与度。因此，在如何为有语言障碍的人设计包容性数据可视化方面存在的知识空白会带来排斥风险，并对知情决策造成威胁。强调当前的文献领域可能会推动研究和临床活动。
{"title":"Data visualization and decision making in adults with acquired and developmental language disabilities: A scoping review","authors":"Niamh Devane, Nicola Botting, Madeline Cruice, Abi Roper, Danielle Szafir, Jo Wood, Stephanie Wilson","doi":"10.1111/1460-6984.13105","DOIUrl":"10.1111/1460-6984.13105","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Accessibility of data visualization has been explored for users with visual disabilities but the needs of users with language disabilities have seldom been considered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This scoping review synthesised what is known about data visualization for adults with language disabilities, specifically the acquired language disability, aphasia and Developmental Language Disorder. It sought to extract key findings and identify what practices support effective visualization for decision making for people with language disabilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Papers were included if they investigated visualization of data, and the consumers of the data visualization were people with aphasia or developmental language disability. Seven databases were searched: CINAHL, Academic Search, Medline, PsychINFO, Ovid, ACM Digital Library and IEEE Xplore. Included studies were charted to extract title, author(s), year, country, paper type, scientific field, participant number(s), participant group(s), main topic, subtopic, method, task description, task category, data visualization, summary, key findings relevant to the review question, and guidelines or recommendations. Narrative synthesis was used to describe how people with language disability have interacted with data visualization from a range of literature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Six studies (seven publications) were included in the review. One study came from the field of health, one from a disability rights collaboration and four studies from computer science. No studies satisfying the review criteria explored data visualization for Developmental Language Disorder; however, five studies explored participants with cognitive disabilities that included impairments of language, so these were included. A range of visualization designs were found. Studies predominantly explored <i>understanding</i> of visualization (4/6). One study explored how to <i>express</i> data visually, and one explored the <i>use</i> of the visualization that is, for an action, choice, or decision. Cognitively accessible data visualization practices were described in four papers and synthesized. Supportive practices reported were reducing the cognitive load associated with processing a visualization and increasing personal relevance of data visualization.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Accessible dat","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2617-2631"},"PeriodicalIF":1.5,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142009834","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}
Iris Duinmeijer, Lisanne Geurts, Inge van Dijke, Anouk Scheffer, Sybren Spit, Luisa de Heer
<div> <section> <h3> Background</h3> <p>Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language-focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less attention.</p> </section> <section> <h3> Aims</h3> <p>The authors developed a scripted group-based intervention targeting morphosyntactic skills in young children with DLD. In this study, the effect of the intervention on the morphosyntactic skills of preschoolers with (presumed) DLD was tested and the usability for pedagogical practitioners (PPs) was evaluated.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Twenty-seven preschoolers with DLD (aged 2;10–3;10 [years;months]) participated in an A-B group study in which the development of grammatical structures was monitored with a morphosyntactic task and language sample analyses (LSA). Progression during 8 weeks usual care (UC) and 8 weeks morphosyntactic intervention was examined using Bayesian mixed effects models. In LSA, structures that were targeted were compared to control structures. The intervention consisted of a weekly script-based group session in which morphosyntactic structures were targeted, and daily activities in which these target structures were repeated. The intervention was provided by trained PPs, who were coached by a speech-language therapist. An early indication of usability and feasibility was evaluated using an online questionnaire.</p> </section> <section> <h3> Outcomes & Results</h3> <p>The analyses show that morphosyntactic skills improved during the intervention period, with strong evidence for growth in the production of target structures on the morphosyntactic task and target and control structures in LSA, while barely any evidence was found for growth in the use of these structures in UC. However, target structures and control structures seem to develop at the same rate. General measures of morphosyntactic ability showed improvement both during UC and the intervention phase. Evaluation among practitioners suggested that the intervention is regarded as usable and feasible.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Growth in morphosyntactic skills of children in the intervention period was demonstrated, but this could not be proven to be related to the intervention because both target and control structures improved during the intervention. This growth mig
{"title":"Training morphosyntactic skills in Dutch preschoolers with (presumed) Developmental Language Disorder: A novel group-based intervention","authors":"Iris Duinmeijer, Lisanne Geurts, Inge van Dijke, Anouk Scheffer, Sybren Spit, Luisa de Heer","doi":"10.1111/1460-6984.13102","DOIUrl":"10.1111/1460-6984.13102","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language-focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The authors developed a scripted group-based intervention targeting morphosyntactic skills in young children with DLD. In this study, the effect of the intervention on the morphosyntactic skills of preschoolers with (presumed) DLD was tested and the usability for pedagogical practitioners (PPs) was evaluated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Twenty-seven preschoolers with DLD (aged 2;10–3;10 [years;months]) participated in an A-B group study in which the development of grammatical structures was monitored with a morphosyntactic task and language sample analyses (LSA). Progression during 8 weeks usual care (UC) and 8 weeks morphosyntactic intervention was examined using Bayesian mixed effects models. In LSA, structures that were targeted were compared to control structures. The intervention consisted of a weekly script-based group session in which morphosyntactic structures were targeted, and daily activities in which these target structures were repeated. The intervention was provided by trained PPs, who were coached by a speech-language therapist. An early indication of usability and feasibility was evaluated using an online questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The analyses show that morphosyntactic skills improved during the intervention period, with strong evidence for growth in the production of target structures on the morphosyntactic task and target and control structures in LSA, while barely any evidence was found for growth in the use of these structures in UC. However, target structures and control structures seem to develop at the same rate. General measures of morphosyntactic ability showed improvement both during UC and the intervention phase. Evaluation among practitioners suggested that the intervention is regarded as usable and feasible.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Growth in morphosyntactic skills of children in the intervention period was demonstrated, but this could not be proven to be related to the intervention because both target and control structures improved during the intervention. This growth mig","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2580-2604"},"PeriodicalIF":1.5,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Claudia Franca, Valerie Elise Boyer, Prativa Tripathee
<div> <section> <h3> Purpose</h3> <p>This study was designed based on the need to verify the effectiveness of education in the vocology area concerning refining perceptual auditory skills. The purpose of the project described in this paper was to examine the effect of knowledge and skills training during a 2-week voice disorders graduate course on auditory-perceptual skills of pre-professional speech-language pathologists. The training effect was evaluated by comparing pre- and post-course results of ratings of voice quality using auditory-perceptual measures.</p> </section> <section> <h3> Method</h3> <p>A cohort of 24 graduate students in speech-language pathology participated in this study. Each student rated a total of 24 voice samples of typical and disordered voice quality from a database using Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). The same voice samples were rated before and after the training, in randomised order. The speakers ranged in age from 35 to 80 years; 16 identified as females and 8 as males. A total of 16 samples were associated with various degrees of dysphonia of organic and functional aetiologies; the remaining 8 voice samples included in the study were classified as normal. The training involved different components including knowledge and auditory-perceptual skills as part of a voice class offered as an intensive 2-week course with daily blocks of 4 h sessions. Exploratory comparisons of results to objective outcomes were conducted through comparisons with computer-generated indicators of the Cepstral Spectral Index of Dysphonia (CSID), a component of the Analysis of Dysphonia in Speech and Voice (ADSV) software from Pentax for capturing the CSID.</p> </section> <section> <h3> Results</h3> <p>There was a significant increase in ratings of roughness, breathiness, loudness, pitch and overall severity after the course. Furthermore, there was a significant increase in the intra- and interrater reliability post training. Statistically significant positive indications were found in correlations between mean perceptual ratings and the acoustic measure of CSID. Reliability of data was measured by using Pearson's correlations. Intrarater reliability resulted in values of ≥0.90 in all parameters. Similar findings were demonstrated by intraclass coefficients used to estimate interrater consistency: all values were >0.90 but in the Loudness parameter [<i>r</i> (22) = 0.60].</p> </section> <section> <h3> Conclusion</h3> <p>Effectiveness of the training in improving the auditory perceptual skills of students was based on the increased reliability of ratings. Indications of successful implementation
{"title":"Effects of training in voice auditory-perceptual skills","authors":"Maria Claudia Franca, Valerie Elise Boyer, Prativa Tripathee","doi":"10.1111/1460-6984.13103","DOIUrl":"10.1111/1460-6984.13103","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study was designed based on the need to verify the effectiveness of education in the vocology area concerning refining perceptual auditory skills. The purpose of the project described in this paper was to examine the effect of knowledge and skills training during a 2-week voice disorders graduate course on auditory-perceptual skills of pre-professional speech-language pathologists. The training effect was evaluated by comparing pre- and post-course results of ratings of voice quality using auditory-perceptual measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A cohort of 24 graduate students in speech-language pathology participated in this study. Each student rated a total of 24 voice samples of typical and disordered voice quality from a database using Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). The same voice samples were rated before and after the training, in randomised order. The speakers ranged in age from 35 to 80 years; 16 identified as females and 8 as males. A total of 16 samples were associated with various degrees of dysphonia of organic and functional aetiologies; the remaining 8 voice samples included in the study were classified as normal. The training involved different components including knowledge and auditory-perceptual skills as part of a voice class offered as an intensive 2-week course with daily blocks of 4 h sessions. Exploratory comparisons of results to objective outcomes were conducted through comparisons with computer-generated indicators of the Cepstral Spectral Index of Dysphonia (CSID), a component of the Analysis of Dysphonia in Speech and Voice (ADSV) software from Pentax for capturing the CSID.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was a significant increase in ratings of roughness, breathiness, loudness, pitch and overall severity after the course. Furthermore, there was a significant increase in the intra- and interrater reliability post training. Statistically significant positive indications were found in correlations between mean perceptual ratings and the acoustic measure of CSID. Reliability of data was measured by using Pearson's correlations. Intrarater reliability resulted in values of ≥0.90 in all parameters. Similar findings were demonstrated by intraclass coefficients used to estimate interrater consistency: all values were >0.90 but in the Loudness parameter [<i>r</i> (22) = 0.60].</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Effectiveness of the training in improving the auditory perceptual skills of students was based on the increased reliability of ratings. Indications of successful implementation","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2605-2616"},"PeriodicalIF":1.5,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annette Rotherham, Kirstine Shrubsole, Claire Croteau, Katerina Hilari, Helen Wallace, Sarah J. Wallace
<div> <section> <h3> Background</h3> <p>Aphasia impacts communication and relationships. While counselling is increasingly recognised as a component of the speech-language therapy role, the success of conversation partner training is typically measured in terms of communication alone. This scoping review aimed to describe how successful conversation is currently measured with couples—with and without aphasia, to inform the development of an ecologically valid measure for couples with aphasia.</p> </section> <section> <h3> Methods and Procedures</h3> <p>The scoping review was reported in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extensions for Scoping Reviews (PRISMA-SCR). MEDLINE, EMBASE, CINAHL and PsycINFO databases were searched for conversation treatment studies for couples with and without aphasia. Patient-reported outcome measures (PROMs) were extracted from included studies and screened against the three-tier model of situated language to shortlist those that measure everyday communication. Items within shortlisted PROMs were further described using the refined International Classification of Functioning, Disability and Health linking rules.</p> </section> <section> <h3> Results</h3> <p>Following screening and full-text review, 46 studies were included, consisting of 24 studies conducted with couples with aphasia and 22 studies conducted with couples without aphasia. For couples with aphasia, 13 PROMs were identified that measured everyday communication. Of these, 23% were dyadic (i.e., measured from the perspectives of both members of the couple); however, they usually only appraised the communication behaviours of the person with aphasia. For couples without aphasia, eight PROMs were identified that measured everyday communication; all were dyadic and measured both attitudes and communication behaviours of both partners.</p> </section> <section> <h3> Conclusion</h3> <p>Conversation relies on the interaction of two people, and success in conversation is best rated by those having the conversation. The use of PROMs is recommended as part of person and relationship-centred practice; however, there is currently no validated PROM for conversation in aphasia that considers the perspectives and behaviours of both the person with aphasia and their communication partner. The PROM items identified in this study will form the basis of future research to develop a PROM for couples' conversations in aphasia.</p> </section> <section> <h3> W
{"title":"Measuring successful conversations in couples with and without aphasia: A scoping review","authors":"Annette Rotherham, Kirstine Shrubsole, Claire Croteau, Katerina Hilari, Helen Wallace, Sarah J. Wallace","doi":"10.1111/1460-6984.13098","DOIUrl":"10.1111/1460-6984.13098","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Aphasia impacts communication and relationships. While counselling is increasingly recognised as a component of the speech-language therapy role, the success of conversation partner training is typically measured in terms of communication alone. This scoping review aimed to describe how successful conversation is currently measured with couples—with and without aphasia, to inform the development of an ecologically valid measure for couples with aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>The scoping review was reported in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extensions for Scoping Reviews (PRISMA-SCR). MEDLINE, EMBASE, CINAHL and PsycINFO databases were searched for conversation treatment studies for couples with and without aphasia. Patient-reported outcome measures (PROMs) were extracted from included studies and screened against the three-tier model of situated language to shortlist those that measure everyday communication. Items within shortlisted PROMs were further described using the refined International Classification of Functioning, Disability and Health linking rules.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Following screening and full-text review, 46 studies were included, consisting of 24 studies conducted with couples with aphasia and 22 studies conducted with couples without aphasia. For couples with aphasia, 13 PROMs were identified that measured everyday communication. Of these, 23% were dyadic (i.e., measured from the perspectives of both members of the couple); however, they usually only appraised the communication behaviours of the person with aphasia. For couples without aphasia, eight PROMs were identified that measured everyday communication; all were dyadic and measured both attitudes and communication behaviours of both partners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Conversation relies on the interaction of two people, and success in conversation is best rated by those having the conversation. The use of PROMs is recommended as part of person and relationship-centred practice; however, there is currently no validated PROM for conversation in aphasia that considers the perspectives and behaviours of both the person with aphasia and their communication partner. The PROM items identified in this study will form the basis of future research to develop a PROM for couples' conversations in aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> W","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2554-2579"},"PeriodicalIF":1.5,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989300","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}
Jacinta M. Saldaris, Jeremiah Ayalde, Samali Kankanange, Jessica Keeley, Helen Leonard, Peter Jacoby, Eric D. Marsh, Tim A. Benke, Scott T. Demarest, Jenny Downs
<div> <section> <h3> Background</h3> <p>Communication impairments are a leading concern for parent caregivers of individuals with rare neurodevelopmental disorders (RNDDs). Clinical trials of disease modifying therapies require valid and responsive outcome measures that are relevant to individuals with RNDDs. Identifying and evaluating current psychometric properties for communication measures is a critical step towards the selection and use of appropriate instruments.</p> </section> <section> <h3> Aims</h3> <p>This systematic review offers (1) a description of parent-reported communication measures and (2) evidence for their psychometric properties, in RNDDs.</p> </section> <section> <h3> Methods</h3> <p>The systematic review protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42022334649). MEDLINE (Ovid), Embase, PsychINFO, Web of Science, CINAHL Plus, Cochrane Library, ClinicalTrials.gov, the Australian New Zealand Clinical Trials Registry were searched from inception to August 2023. Methodological assessment of quality was completed using the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) checklist. Parent-reported measures used in observational studies and clinical trials were identified. Data on utility, reliability and validity for RNDDs were extracted.</p> </section> <section> <h3> Main Contribution</h3> <p>Sixteen parent-reported communication measures were used in RNDD research, the Vineland Adaptive Behavior Scales being most commonly used. Validation data in RNDDs were identified for six of these measures. Limitations related to sample size or the scope of psychometric testing.</p> </section> <section> <h3> Conclusions</h3> <p>Many communication measures have been used for RNDDs but there are few data validating their use. Valid and reliable methods of measuring communication in persons with RNDDs is a priority for future high-quality clinical trials.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Communication is a critical domain for families with a child with a rare neurodevelopmental disorder (RNDD). Validated outcom
{"title":"Parent-reported outcome measures evaluating communication in individuals with rare neurodevelopmental disorders: A systematic review","authors":"Jacinta M. Saldaris, Jeremiah Ayalde, Samali Kankanange, Jessica Keeley, Helen Leonard, Peter Jacoby, Eric D. Marsh, Tim A. Benke, Scott T. Demarest, Jenny Downs","doi":"10.1111/1460-6984.13100","DOIUrl":"10.1111/1460-6984.13100","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Communication impairments are a leading concern for parent caregivers of individuals with rare neurodevelopmental disorders (RNDDs). Clinical trials of disease modifying therapies require valid and responsive outcome measures that are relevant to individuals with RNDDs. Identifying and evaluating current psychometric properties for communication measures is a critical step towards the selection and use of appropriate instruments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This systematic review offers (1) a description of parent-reported communication measures and (2) evidence for their psychometric properties, in RNDDs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The systematic review protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42022334649). MEDLINE (Ovid), Embase, PsychINFO, Web of Science, CINAHL Plus, Cochrane Library, ClinicalTrials.gov, the Australian New Zealand Clinical Trials Registry were searched from inception to August 2023. Methodological assessment of quality was completed using the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) checklist. Parent-reported measures used in observational studies and clinical trials were identified. Data on utility, reliability and validity for RNDDs were extracted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Sixteen parent-reported communication measures were used in RNDD research, the Vineland Adaptive Behavior Scales being most commonly used. Validation data in RNDDs were identified for six of these measures. Limitations related to sample size or the scope of psychometric testing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Many communication measures have been used for RNDDs but there are few data validating their use. Valid and reliable methods of measuring communication in persons with RNDDs is a priority for future high-quality clinical trials.</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>Communication is a critical domain for families with a child with a rare neurodevelopmental disorder (RNDD). Validated outcom","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2528-2553"},"PeriodicalIF":1.5,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141983683","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}
Carmela Miniscalco, Anna-Clara Reinholdson, Christopher Gillberg, Jakob Åsberg Johnels
<div> <section> <h3> Background</h3> <p>Within cohorts of children with autism spectrum disorder (ASD) there is considerable variation in terms of language ability. In the past, it was believed that children with ASD either had delayed articulation and phonology skills or excelled in those areas compared to other language domains. Very little is known about speech sound ability in relation to language ability and non-verbal ability in Swedish preschool children with ASD.</p> </section> <section> <h3> Aim</h3> <p>The current study aimed to describe language variation in a group of 4–6-year-old children with ASD, focusing on in-depth analyses of speech sound error patterns with and without non-phonological language disorder and concomitant non-verbal delays.</p> </section> <section> <h3> Method & Procedures</h3> <p>We examined and analysed the speech sound skills (including consonant inventory, percentage of correct consonants and speech sound error patterns) in relation to receptive language skills in a sample of preschool children who had screened positive for ASD in a population-based screening at 2.5 years of age. Seventy-three children diagnosed with ASD participated and were divided into subgroups based on their receptive language (i.e., non-phonological language) and non-verbal abilities.</p> </section> <section> <h3> Outcomes & Results</h3> <p>The subgroup division revealed that 29 children (40%) had language delay/disorder without concurrent non-verbal general cognitive delay (ALD), 27 children (37%) had language delay/disorder with non-verbal general cognitive delay (AGD), and 17 children (23%) had language and non-verbal abilities within the normal range (ALN). Results revealed that children with ALD and children with AGD both had atypical speech sound error patterns significantly more often than the children with ALN.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This study showed that many children who had screened positive for ASD before age 3 years – with or without non-verbal general cognitive delays – had deficits in language as well as in speech sound ability. However, individual differences were considerable. Our results point to speech sound error patterns as a potential clinical marker for language problems (disorder/delay) in preschool children with ASD.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3>
{"title":"Speech sound error patterns may signal language disorder in Swedish preschool children with autism","authors":"Carmela Miniscalco, Anna-Clara Reinholdson, Christopher Gillberg, Jakob Åsberg Johnels","doi":"10.1111/1460-6984.13099","DOIUrl":"10.1111/1460-6984.13099","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Within cohorts of children with autism spectrum disorder (ASD) there is considerable variation in terms of language ability. In the past, it was believed that children with ASD either had delayed articulation and phonology skills or excelled in those areas compared to other language domains. Very little is known about speech sound ability in relation to language ability and non-verbal ability in Swedish preschool children with ASD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The current study aimed to describe language variation in a group of 4–6-year-old children with ASD, focusing on in-depth analyses of speech sound error patterns with and without non-phonological language disorder and concomitant non-verbal delays.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method & Procedures</h3>\u0000 \u0000 <p>We examined and analysed the speech sound skills (including consonant inventory, percentage of correct consonants and speech sound error patterns) in relation to receptive language skills in a sample of preschool children who had screened positive for ASD in a population-based screening at 2.5 years of age. Seventy-three children diagnosed with ASD participated and were divided into subgroups based on their receptive language (i.e., non-phonological language) and non-verbal abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The subgroup division revealed that 29 children (40%) had language delay/disorder without concurrent non-verbal general cognitive delay (ALD), 27 children (37%) had language delay/disorder with non-verbal general cognitive delay (AGD), and 17 children (23%) had language and non-verbal abilities within the normal range (ALN). Results revealed that children with ALD and children with AGD both had atypical speech sound error patterns significantly more often than the children with ALN.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This study showed that many children who had screened positive for ASD before age 3 years – with or without non-verbal general cognitive delays – had deficits in language as well as in speech sound ability. However, individual differences were considerable. Our results point to speech sound error patterns as a potential clinical marker for language problems (disorder/delay) in preschool children with ASD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2516-2527"},"PeriodicalIF":1.5,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976963","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}
Cansu Yıldırım, Seren Düzenli-Öztürk, Mümüne Merve Parlak
<div> <section> <h3> Background</h3> <p>Emotional prosody is the reflection of emotion types such as happiness, sadness, fear and anger in the speaker's tone of voice. Accurately perceiving, interpreting and expressing emotional prosody is an inseparable part of successful communication and social interaction. There are few studies on emotional prosody, which is crucial for communication, and the results of these studies have inconsistent information regarding age and gender.</p> </section> <section> <h3> Aims</h3> <p>The primary aim of this study is to assess the perception of emotional prosody in healthy ageing. The other aim is to examine the effects of variables such as age, gender, language and neurocognitive capacity on the prediction of emotional prosody recognition skills.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Sixty-nine participants between the ages of 18–75 were included in the study. Participants were grouped as the young group aged 18–35 (<i>n</i> = 26), the middle-aged group aged 36–55 (<i>n</i> = 24) and the elderly group aged 56–75 (<i>n</i> = 19). Perceptual emotional prosody test, motor response time test, and neuropsychological test batteries were administered to the participants. Participants were asked to recognise the emotion in the sentences played on the computer. Natural (neutral, containing neither positive nor negative emotion), happy, angry, surprised and panic emotions were evaluated with sentences composed of pseudoword stimuli.</p> </section> <section> <h3> Results and Outcomes</h3> <p>It was observed that the elderly group performed worse in recognising angry, panic, natural and happy emotions and in total recognition, which gives the correct recognition performance in recognition of all emotions. There was no age-related difference in recognition of the emotion of surprise. The women were more successful in recognising angry, panic, happy and total emotions compared to men. Age and Motor Reaction Time Test scores were found to be significant predictors in the emotional response time regression model. Age, language, attention and gender variables were found to have a significant effect on the regression model created for the success of total recognition of emotions (<i>p</i> < 0.05).</p> </section> <section> <h3> Conclusions and Implications</h3> <p>This was a novel study in which emotional prosody was assessed in the elderly by eliminating lexical-semantic cues related to emotional prosody a
{"title":"Assessing the perception of emotional prosody in healthy ageing","authors":"Cansu Yıldırım, Seren Düzenli-Öztürk, Mümüne Merve Parlak","doi":"10.1111/1460-6984.13097","DOIUrl":"10.1111/1460-6984.13097","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emotional prosody is the reflection of emotion types such as happiness, sadness, fear and anger in the speaker's tone of voice. Accurately perceiving, interpreting and expressing emotional prosody is an inseparable part of successful communication and social interaction. There are few studies on emotional prosody, which is crucial for communication, and the results of these studies have inconsistent information regarding age and gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The primary aim of this study is to assess the perception of emotional prosody in healthy ageing. The other aim is to examine the effects of variables such as age, gender, language and neurocognitive capacity on the prediction of emotional prosody recognition skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Sixty-nine participants between the ages of 18–75 were included in the study. Participants were grouped as the young group aged 18–35 (<i>n</i> = 26), the middle-aged group aged 36–55 (<i>n</i> = 24) and the elderly group aged 56–75 (<i>n</i> = 19). Perceptual emotional prosody test, motor response time test, and neuropsychological test batteries were administered to the participants. Participants were asked to recognise the emotion in the sentences played on the computer. Natural (neutral, containing neither positive nor negative emotion), happy, angry, surprised and panic emotions were evaluated with sentences composed of pseudoword stimuli.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Outcomes</h3>\u0000 \u0000 <p>It was observed that the elderly group performed worse in recognising angry, panic, natural and happy emotions and in total recognition, which gives the correct recognition performance in recognition of all emotions. There was no age-related difference in recognition of the emotion of surprise. The women were more successful in recognising angry, panic, happy and total emotions compared to men. Age and Motor Reaction Time Test scores were found to be significant predictors in the emotional response time regression model. Age, language, attention and gender variables were found to have a significant effect on the regression model created for the success of total recognition of emotions (<i>p</i> < 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>This was a novel study in which emotional prosody was assessed in the elderly by eliminating lexical-semantic cues related to emotional prosody a","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2497-2515"},"PeriodicalIF":1.5,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976962","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>For over 30 years, parental reports have been used to study the vocabulary of children under 4 years of age. Research exploring parental checklists as a measure of vocabulary in older children is very limited. Typically, authors of parental checklists report the reliability of the developed tools but do not explore validity in terms of the agreement between parental assessments and the children's actual word knowledge.</p> </section> <section> <h3> Aims</h3> <p>We aimed to explore the reliability and validity of a parental checklist for assessing vocabulary in children aged between 3 and 6 years. Furthermore, we aimed to evaluate the agreement between indirect (parental checklist) and direct (picture naming and picture recognition tasks) assessments of children's vocabulary.</p> </section> <section> <h3> Methods and Procedures</h3> <p>A group of 94 typically developing monolingual Polish-speaking children aged between 3 and 6 years were first directly tested onsite with picture naming and picture recognition tasks (Cross-Linguistic Lexical Tasks). Subsequently, the participants’ parents completed an online checklist containing the same set of 128 items and marked all the words that they had ever heard in their child's spontaneous speech.</p> </section> <section> <h3> Outcomes and Results</h3> <p>The parental checklist demonstrated very high internal consistency. The scores of the parental checklist and vocabulary tasks were moderately correlated. We compared the total number of words marked by parents and the number of items correctly identified by children in the picture naming and picture recognition tasks. In picture naming, we found no difference between the children's scores and the number of words selected by parents. However, parents selected significantly fewer words than children correctly recognised in the picture recognition task. When data were analysed at the level of individual items (i.e., whether parents selected exactly the same items that children answered correctly), we found that the level of agreement was low. The level of agreement correlated negatively with the children's vocabulary; that is, the more words a child knew, the lower the agreement between the direct measure and the parental checklist.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>Parental checklists should be used with caution in children aged between 3 and 6 years, especially if the assessed children
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<div> <section> <h3> Background</h3> <p>The conceptualisation of autism as a disorder where Theory of Mind (ToM) and pragmatics are fundamentally impaired has prompted a wealth of research on autistic deficits, most of which is characterised by two main assumptions: first, that autistic people would display said deficits, if present, with any conversation partner and in any situation; second, that neurotypical people do not present these deficits, regardless of the conversation partner. However, this is not necessarily reflected in autistic accounts of the way they experience social cognition and pragmatics.</p> </section> <section> <h3> Aims</h3> <p>The present paper aims to investigate the autistic experience of communication with both autistic and neurotypical people, with a particular focus on their perception of the ability of autistic and neurotypical people to understand their communicative intentions.</p> </section> <section> <h3> Methods & Procedures</h3> <p>Participants, 23 adult Italian autistic people without intellectual disability or language disorders, were recruited online. Two virtual focus groups of 2 hours each were conducted, transcribed and analysed through thematic analysis with a descriptive phenomenological approach by two independent researchers.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Six themes were developed from the analysis, the most relevant being Autistic–Autistic communication and Autistic ToM. The results, in line with the Double Empathy theory, suggest there seem to be important differences between neurotypical and autistic people's ToM. These appear to make it easier for autistic people to communicate with one another, as well as to create difficulties for neurotypical people to understand autistic people, not just the other way around.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>These results seem to confirm that challenges in cross-neurotype communication are better interpreted as mutual miscomprehension and reciprocal differences in ToM rather than deficits on the autistic part. This calls for a reframing of ToM and/or the need for autistic ToM as a construct, of which neurotypical people seem to be lacking. Moreover, these insights should be taken into account for speech and language therapy and clinical practice in general, advocating for a neurodiversity-informed view of co-constructed communication as well as for a broader societal change in which therapists can play a crucial role, through participatory approaches or raising awareness in their daily practice.
背景：自闭症是一种心智理论（ToM）和语用学基本受损的疾病，这一概念引发了大量有关自闭症缺陷的研究，其中大部分研究都有两个主要假设：第一，自闭症患者如果存在上述缺陷，在任何情况下与任何对话伙伴交流时都会表现出这些缺陷；第二，神经典型患者无论与哪种对话伙伴交流都不会表现出这些缺陷。目的：本文旨在研究自闭症患者与自闭症患者和神经症患者的交流体验，尤其关注他们对自闭症患者和神经症患者理解其交流意图的能力的看法：通过网络招募了 23 名没有智力障碍或语言障碍的意大利成年自闭症患者。由两名独立研究人员通过描述性现象学方法进行主题分析，开展了两个虚拟焦点小组活动，每个小组活动 2 小时，并对活动进行了记录和分析：分析得出了六个主题，其中最相关的是自闭症-自闭症沟通和自闭症 ToM。结果与双重移情理论一致，表明神经畸形人与自闭症患者的 ToM 似乎存在重大差异。这些差异似乎使自闭症患者更容易相互沟通，同时也给神经典型患者理解自闭症患者造成了困难，而不仅仅是相反：这些结果似乎证实，跨神经类型交流中的挑战最好被解释为相互误解和 ToM 的相互差异，而不是自闭症患者的缺陷。这就要求我们重新审视 ToM 和/或自闭症 ToM 的必要性，因为神经症患者似乎缺乏这种能力。此外，言语和语言治疗以及临床实践也应考虑到这些见解，倡导以神经多样性为基础的共建沟通观点，以及更广泛的社会变革，治疗师可通过参与式方法或在日常实践中提高意识，在其中发挥重要作用：自闭症被认为是一种以社会认知和沟通障碍为特征的疾病，通常与心智理论（ToM）缺陷有关。然而，最近的研究表明，自闭症患者的心智理论能力存在差异，并提出了 "双重移情理论 "等替代理论。然而，只有少数研究探讨了自闭症患者如何感知不同神经类型的交流。本研究的新增内容 自闭症患者似乎更容易与其他自闭症患者进行交流，他们也能识别出阻碍成功交流的神经类型交流的具体特征。此外，神经类型的人认为自闭症 ToM 存在困难，而鉴于双重移情问题，ToM 似乎是一个相关且需要的结构。这项研究的临床意义是什么？这些研究结果可为言语治疗和临床实践提供信息，使其了解提高对双重移情问题的认识和自闭症群体内部较高的沟通便利性以及个性化支持的潜在收益。参与式方法和与自闭症群体的更紧密合作对于治疗师帮助改善自闭症患者的沟通体验似乎也至关重要。
{"title":"Cross-neurotype communication from an autistic point of view: Insights on autistic Theory of Mind from a focus group study","authors":"Eleonora Marocchini, Irene Baldin","doi":"10.1111/1460-6984.13095","DOIUrl":"10.1111/1460-6984.13095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The conceptualisation of autism as a disorder where Theory of Mind (ToM) and pragmatics are fundamentally impaired has prompted a wealth of research on autistic deficits, most of which is characterised by two main assumptions: first, that autistic people would display said deficits, if present, with any conversation partner and in any situation; second, that neurotypical people do not present these deficits, regardless of the conversation partner. However, this is not necessarily reflected in autistic accounts of the way they experience social cognition and pragmatics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The present paper aims to investigate the autistic experience of communication with both autistic and neurotypical people, with a particular focus on their perception of the ability of autistic and neurotypical people to understand their communicative intentions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Participants, 23 adult Italian autistic people without intellectual disability or language disorders, were recruited online. Two virtual focus groups of 2 hours each were conducted, transcribed and analysed through thematic analysis with a descriptive phenomenological approach by two independent researchers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Six themes were developed from the analysis, the most relevant being Autistic–Autistic communication and Autistic ToM. The results, in line with the Double Empathy theory, suggest there seem to be important differences between neurotypical and autistic people's ToM. These appear to make it easier for autistic people to communicate with one another, as well as to create difficulties for neurotypical people to understand autistic people, not just the other way around.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>These results seem to confirm that challenges in cross-neurotype communication are better interpreted as mutual miscomprehension and reciprocal differences in ToM rather than deficits on the autistic part. This calls for a reframing of ToM and/or the need for autistic ToM as a construct, of which neurotypical people seem to be lacking. Moreover, these insights should be taken into account for speech and language therapy and clinical practice in general, advocating for a neurodiversity-informed view of co-constructed communication as well as for a broader societal change in which therapists can play a crucial role, through participatory approaches or raising awareness in their daily practice.","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2465-2482"},"PeriodicalIF":1.5,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hamid Karimi, Amir Hossein Rasoli Jokar, Sadaf Salehi, Samira Aghadoost
<div> <section> <h3> Background</h3> <p>While wearing masks during the pandemic poses communication and social challenges for people in everyday life, those with social anxiety might find them plausible, aligning with contemporary cognitive theories. Social anxiety involves fearing negative assessments and holding a negative self-image. Concealing anxiety symptoms during mask use may contribute to a more positive self-perception.</p> </section> <section> <h3> Aims</h3> <p>Given that up to 60% of adults seeking stuttering treatment also meet criteria for social anxiety disorder, this study aims to investigate the complex relationship between communication freedom, self-perceived stuttering and anxiety in adults who stutter (AWS). The unique context of mandatory mask-wearing during the pandemic provides an opportunity to explore these dynamics and understand the conflicting relationships between stuttering, anxiety-related safety behaviours and the need for open communication in AWS.</p> </section> <section> <h3> Methods and Procedures</h3> <p>Twenty AWS participated in interviews, responding to open-ended questions to elucidate their affective, cognitive and behavioural experiences while wearing masks during the COVID-19 pandemic. Thematic analysis was used to identify the emerging themes and subthemes based on information-rich quotes, employing a six-phase recursive process. Various speech and anxiety-related measures were used to describe the characteristics of the study participants.</p> </section> <section> <h3> Outcomes and Results</h3> <p>Three main themes and sub-themes emerged. The first theme highlights communication challenges for AWS wearing masks, impacting verbal and nonverbal interactions. The second theme reveals AWS wearing masks to conceal stuttering cues, experiencing reduced stress. The third theme indicates that, despite the comfort in concealment, most AWS prefer speaking freely without a face mask.</p> </section> <section> <h3> Conclusions and Implications</h3> <p>The conflict between the desire for authentic, fluent communication and the ease of hiding stuttering symptoms poses a major dilemma for AWS. According to the results of this study, most adults who stutter prioritize open communication. However, there were some individual differences. A major factor influencing their decision was their fear of negative evaluation.</p> </section> <section> <h3> WHAT
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