The purpose of this study was to examine the extent to which ecological factors (e.g., COVID-related caregiver stress and parental warmth) were related to the receptive language skills of children with language impairment (LI) during the COVID-19 pandemic.
Thirty-five children with LI receiving speech therapy within US public schools and their families participated in this study. Standardised tests of receptive language were administered to measure children's language. Caregiver questionnaires were used to collect data on familial household experiences, parental stress, and parental warmth during the COVID-19 pandemic.
Children with LI and their families experienced a range of adversities during the global pandemic. The frequency of experienced adversities positively correlated with COVID-related caregiver stress levels. Regression analysis revealed that the average level of COVID-related caregiver stress was the strongest predictor of child receptive language. Finally, parental warmth was found to marginally moderate the association between COVID-related caregiver stress and receptive language.
These findings illustrate the importance of ecological factors, namely COVID-related caregiver stress, on the receptive language skills of children with LI, particularly during times of crisis. We provide three specific considerations for future inclusive emergency response plans and current policy, particularly relevant to families of children with developmental disabilities.
Narrative discourse is a useful means to organize ideas and create shared understandings. Clinically, performing discourse analysis on disordered spoken language could facilitate researchers and clinicians not only to evaluate one's language abilities but also to foreshadow his/her communication in real-life situations. Given the normative reference data of a specific discourse task, less-biased judgement and evaluation could be made, which could further facilitate assessment and intervention planning. This study aims to first develop norms by analysing the language samples produced by neurotypical Cantonese speakers on two well-familiarized narrative stories, The Boy Who Cried Wolf, and The Tortoise and Hare. Second, we aim to investigate the potential age and education effects on a wide range of micro- and macro-structural linguistics measures.
Two semi-spontaneous story narratives from the Cantonese AphasiaBank were selected for scoring. A total of 150 neurotypical Cantonese adult speakers produced the spoken discourse samples for each story narrative. All speakers were native Cantonese speakers living in Hong Kong; they were divided into three age groups: young (18–39 years old), middle-aged (40–59 years old), and older (> 60 years old). Audio recordings were transcribed, segmented, and annotated using CHAT conventions.
Normative references of various micro- and macro-structural linguistics measures and the standard scoring references for the two narrative stories were established. For the age effect on narrative discourse, the older adults produced less complex, coherent and thematic-related concepts compared to the young group. However, lexical diversity was preserved in the older group, resulting in no significant differences across the three age groups. For education effect, the higher education group outperformed the lower education group in verbal productiveness and content informativeness. Lastly, the two stories were found to be non-comparable to each other, thereby they should not interchange in pre- and post-test arrangements or in monitoring discourse performance.
The Cantonese discourse norms presented here can be applied in both research and clinical settings, facilitating a more objective review of language impairment and treatment planning. Second, this study demonstrated the effect of normal ageing on both the linguistics and concept
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