<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
{"title":"Behind the mask: Stuttering, anxiety, and communication dynamics in the era of COVID-19","authors":"Hamid Karimi, Amir Hossein Rasoli Jokar, Sadaf Salehi, Samira Aghadoost","doi":"10.1111/1460-6984.13096","DOIUrl":"10.1111/1460-6984.13096","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2454-2464"},"PeriodicalIF":1.5,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793788","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}
Céline Hidalgo, Christelle Zielinski, Sophie Chen, Stéphane Roman, Eric Truy, Daniele Schön
<div> <section> <h3> Background</h3> <p>Perceptual and speech production abilities of children with cochlear implants (CIs) are usually tested by word and sentence repetition or naming tests. However, these tests are quite far apart from daily life linguistic contexts.</p> </section> <section> <h3> Aim</h3> <p>Here, we describe a way of investigating the link between language comprehension and anticipatory verbal behaviour promoting the use of more complex listening situations.</p> </section> <section> <h3> Methods and Procedure</h3> <p>The setup consists in watching the audio-visual dialogue of two actors. Children's gaze switches from one speaker to the other serve as a proxy of their prediction abilities. Moreover, to better understand the basis and the impact of anticipatory behaviour, we also measured children's ability to understand the dialogue content, their speech perception and memory skills as well as their rhythmic skills, that also require temporal predictions. Importantly, we compared children with CI performances with those of an age-matched group of children with normal hearing (NH).</p> </section> <section> <h3> Outcomes and Results</h3> <p>While children with CI revealed poorer speech perception and verbal working memory abilities than NH children, there was no difference in gaze anticipatory behaviour. Interestingly, in children with CI only, we found a significant correlation between dialogue comprehension, perceptual skills and gaze anticipatory behaviour.</p> </section> <section> <h3> Conclusion</h3> <p>Our results extend to a dialogue context of previous findings showing an absence of predictive deficits in children with CI. The current design seems an interesting avenue to provide an accurate and objective estimate of anticipatory language behaviour in a more ecological linguistic context also with young children.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Children with cochlear implants seem to have difficulties extracting structure from and learning sequential input patterns, possibly due to signal degradation and auditory deprivation in the first years of life. They also seem to have a reduced use of
背景：通常通过单词和句子重复或命名测试来检测植入人工耳蜗（CI）儿童的感知和语言能力。然而，这些测试与日常生活语言环境相去甚远。目的：在此，我们介绍一种研究语言理解能力与预期言语行为之间联系的方法，以促进使用更复杂的听力情境：方法和步骤：设置的情景包括观看两个演员的视听对话。儿童的视线从一个说话者切换到另一个说话者，以此作为其预测能力的代表。此外，为了更好地了解预测行为的基础和影响，我们还测量了儿童理解对话内容的能力、语言感知和记忆能力以及节奏能力，这些能力也需要时间预测。重要的是，我们将 CI 儿童的表现与年龄匹配的听力正常（NH）儿童的表现进行了比较：虽然 CI 儿童的言语感知能力和言语工作记忆能力比听力正常儿童差，但他们的注视预测行为却没有差异。有趣的是，我们发现仅在有 CI 的儿童中，对话理解能力、感知能力和注视预期行为之间存在显著的相关性：我们的研究结果表明，以前的研究结果表明 CI 儿童在对话中没有预测缺陷。目前的设计似乎是一个有趣的途径，可以在更生态的语言环境中对幼儿的语言预测行为进行准确客观的评估：有关该主题的已知信息 植入人工耳蜗的儿童似乎很难从连续输入模式中提取结构并进行学习，这可能是由于出生后最初几年的信号衰减和听觉剥夺造成的。在听力损失儿童中，他们对上下文信息的使用似乎也有所减少，语言处理速度也较慢。本文对现有知识的补充 我们在此表明，当采用相当复杂的语言环境（如观看两个人的对话）时，植入人工耳蜗的儿童能够利用语音和语言结构来预测即将说话者的视线切换。这项工作的临床意义是什么？目前的设计似乎是一个有趣的途径，可以在更生态、更动态的语言环境中对预测行为进行准确、客观的评估。重要的是，这种测量方法是内隐的，而且以前曾用于年幼（听力正常）的儿童，结果表明他们在两岁时就会自发地进行预期性目光转换。因此，在人工耳蜗植入后的早期阶段，这种方法可能有助于完善言语理解能力评估，因为显性行为测试并不总是可靠和灵敏的。
{"title":"Similar gaze behaviour during dialogue perception in congenitally deaf children with cochlear Implants and normal hearing children","authors":"Céline Hidalgo, Christelle Zielinski, Sophie Chen, Stéphane Roman, Eric Truy, Daniele Schön","doi":"10.1111/1460-6984.13094","DOIUrl":"10.1111/1460-6984.13094","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Perceptual and speech production abilities of children with cochlear implants (CIs) are usually tested by word and sentence repetition or naming tests. However, these tests are quite far apart from daily life linguistic contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>Here, we describe a way of investigating the link between language comprehension and anticipatory verbal behaviour promoting the use of more complex listening situations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedure</h3>\u0000 \u0000 <p>The setup consists in watching the audio-visual dialogue of two actors. Children's gaze switches from one speaker to the other serve as a proxy of their prediction abilities. Moreover, to better understand the basis and the impact of anticipatory behaviour, we also measured children's ability to understand the dialogue content, their speech perception and memory skills as well as their rhythmic skills, that also require temporal predictions. Importantly, we compared children with CI performances with those of an age-matched group of children with normal hearing (NH).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>While children with CI revealed poorer speech perception and verbal working memory abilities than NH children, there was no difference in gaze anticipatory behaviour. Interestingly, in children with CI only, we found a significant correlation between dialogue comprehension, perceptual skills and gaze anticipatory behaviour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our results extend to a dialogue context of previous findings showing an absence of predictive deficits in children with CI. The current design seems an interesting avenue to provide an accurate and objective estimate of anticipatory language behaviour in a more ecological linguistic context also with young children.</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>Children with cochlear implants seem to have difficulties extracting structure from and learning sequential input patterns, possibly due to signal degradation and auditory deprivation in the first years of life. They also seem to have a reduced use of","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2441-2453"},"PeriodicalIF":1.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789569","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>Children with a cleft palate (with or without a cleft of the lip) often require speech–language therapy (SLT) services to achieve age-appropriate speech. For many children, this involves attending SLT services delivered by both specialised cleft team speech–language therapists (SLTs) and a local, community or school-based SLT. Given that these two different SLTs are typically involved in the child's care, it is important to ensure that effective communication, coordination and collaboration occur between them. This is known as continuity of care. While continuity of care in speech therapy has not generally been evaluated, in medicine it has been shown to improve health outcomes.</p> </section> <section> <h3> Aims</h3> <p>To identify what is known from the existing literature about processes for continuity of care in cleft speech therapy services.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A scoping review was conducted using Arksey and O'Malley's methodological framework. Seven databases were searched including MEDLINE via OVID, EMBASE via OVID, CINAHL via EBSCO, PsychINFO, Scopus, Web of Science and SpeechBITE. Covidence was used to screen 733 initial articles and five studies met the inclusion criteria. Thematic analysis was conducted to identify global and subthemes.</p> </section> <section> <h3> Main Contribution</h3> <p>Five papers were included for analysis. These identified two salient characteristics of cleft speech therapy continuity of care: (1) it is a continuous cycle and (2) it is complex. Although parents are integral team members, cleft and community SLTs must be responsible for initiating communication and collaborating. Furthermore, cleft SLTs have a crucial role in disseminating information and resources, as well as offering guidance and support.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Given that only five studies were included, there is a need to gather more information from parents, community SLTs, and cleft SLTs to understand their experiences and perspectives. From what is known, there are breakdowns in the processes needed for continuity of care, including confusion regarding roles and responsibilities, and community SLTs lacking confidence, knowledge and support. Recommendations are provided to facilitate improvements in continuity of care.</p> </section> <section> <h
{"title":"Speech–language therapy services for children with cleft palate: A scoping review on continuity of care","authors":"Mikaela Bow, Patricia McCabe, Alison Purcell","doi":"10.1111/1460-6984.13091","DOIUrl":"10.1111/1460-6984.13091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with a cleft palate (with or without a cleft of the lip) often require speech–language therapy (SLT) services to achieve age-appropriate speech. For many children, this involves attending SLT services delivered by both specialised cleft team speech–language therapists (SLTs) and a local, community or school-based SLT. Given that these two different SLTs are typically involved in the child's care, it is important to ensure that effective communication, coordination and collaboration occur between them. This is known as continuity of care. While continuity of care in speech therapy has not generally been evaluated, in medicine it has been shown to improve health outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To identify what is known from the existing literature about processes for continuity of care in cleft speech therapy services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A scoping review was conducted using Arksey and O'Malley's methodological framework. Seven databases were searched including MEDLINE via OVID, EMBASE via OVID, CINAHL via EBSCO, PsychINFO, Scopus, Web of Science and SpeechBITE. Covidence was used to screen 733 initial articles and five studies met the inclusion criteria. Thematic analysis was conducted to identify global and subthemes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Five papers were included for analysis. These identified two salient characteristics of cleft speech therapy continuity of care: (1) it is a continuous cycle and (2) it is complex. Although parents are integral team members, cleft and community SLTs must be responsible for initiating communication and collaborating. Furthermore, cleft SLTs have a crucial role in disseminating information and resources, as well as offering guidance and support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Given that only five studies were included, there is a need to gather more information from parents, community SLTs, and cleft SLTs to understand their experiences and perspectives. From what is known, there are breakdowns in the processes needed for continuity of care, including confusion regarding roles and responsibilities, and community SLTs lacking confidence, knowledge and support. Recommendations are provided to facilitate improvements in continuity of care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2423-2440"},"PeriodicalIF":1.5,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753195","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>In response to the call for papers under the theme “What is in a name” proposed by the Scientific Child Speech Committee of the International Association of Communication Sciences and Disorders (IALP), the current paper discusses taxonomy and its relation to speech sound disorders (SSD) from a cross-linguistic perspective.</p> </section> <section> <h3> Aims</h3> <p>This paper starts with a brief description of specific SSD frameworks and nomenclature.</p> </section> <section> <h3> Methods & Procedures</h3> <p>The authors draw from international theoretical and clinical research which underscore the importance of taxonomy systems in SSD.</p> </section> <section> <h3> Outcomes & Results</h3> <p>The current papers stresses the importance of the contribution to differential diagnosis and prognosis of children with protracted speech profiles on the bases of taxonomy profiles and systems for SSD.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>The advantages and shortcomings of taxonomy in SSD are also discussed from a cross-linguistic context. The language of focus includes the Greek dialectal variation of Cypriot-Greek.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <p>The paper adds to the importance of taxonomy and SSD subsystems which allow differential diagnosis of SSD and the implementation of appropriate intervention methods.</p> <section> <h3> What is already known on this subject</h3> <div> <ul> <li>The use of various taxonomy systems regarding SSD are widely available for English-speaking populations. Such systems in the cross-linguistic framework remain underexplored.</li> </ul> </div> </section> <section> <h3> What this paper adds to existing knowledge</h3> <div> <ul> <li>The paper underscores the need for the development, adaptation and use of taxonomy systems that will add to the existing databases and taxonomy subsystems used in English</li>
{"title":"What is in a name: Taxonomy of speech sound disorders from a cross-linguistic perspective","authors":"Kakia Petinou-Loizou, Kerry Ttofari, Elma Filippou","doi":"10.1111/1460-6984.13092","DOIUrl":"10.1111/1460-6984.13092","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In response to the call for papers under the theme “What is in a name” proposed by the Scientific Child Speech Committee of the International Association of Communication Sciences and Disorders (IALP), the current paper discusses taxonomy and its relation to speech sound disorders (SSD) from a cross-linguistic perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This paper starts with a brief description of specific SSD frameworks and nomenclature.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>The authors draw from international theoretical and clinical research which underscore the importance of taxonomy systems in SSD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>The current papers stresses the importance of the contribution to differential diagnosis and prognosis of children with protracted speech profiles on the bases of taxonomy profiles and systems for SSD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The advantages and shortcomings of taxonomy in SSD are also discussed from a cross-linguistic context. The language of focus includes the Greek dialectal variation of Cypriot-Greek.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <p>The paper adds to the importance of taxonomy and SSD subsystems which allow differential diagnosis of SSD and the implementation of appropriate intervention methods.</p>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The use of various taxonomy systems regarding SSD are widely available for English-speaking populations. Such systems in the cross-linguistic framework remain underexplored.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What this paper adds to existing knowledge</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The paper underscores the need for the development, adaptation and use of taxonomy systems that will add to the existing databases and taxonomy subsystems used in English</li>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2123-2130"},"PeriodicalIF":1.5,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731555","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>Speech and language therapy (SLT) services are fundamental for communication, academic and social development. Evidence shows that demand for services is increasing, and this can adversely affect the quality of care. There are limited published studies in relation to the demand and quality of speech and language services in Malta.</p> </section> <section> <h3> Aims</h3> <p>To elucidate the perspectives of speech–language pathologists (SLPs), service managers and parents of clients about the impact of factors pertaining to human resource development (HRD), human resource management (HRM) and the environment on the quality of the children's SLT service in western Malta. Also, to outline the beneficial strategies or recommendations to improve the quality of the service provided.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A mixed-method study was used. Quantitative data provided by the Speech and Language Center (SLC) were analysed to determine demand over time using descriptive statistics. Qualitative data from one-to-one interviews using a bespoke questionnaire with managers, SLPs and parents were transcribed and analysed. Common and distinct themes in relation to the quality of services were then formulated and evaluated.</p> </section> <section> <h3> Outcome & Results</h3> <p>Quantitative results highlighted that clients were not receiving the required number of the therapeutic sessions. In total, nine themes in relation to the quality of the SLT service were identified by parents, SLPs and managers. The factors affecting the service quality were outlined and subdivided under three branches: HRD, HRM and the environment. All factors within these subgroups are expected to enhance the quality of the service provided if they are enhanced and improved upon. Additionally, the results showed that a discrepancy between the perceived and offered SLT services was felt from the managers’ and SLPs’ perspectives; however, this was not felt by parents. For parents, the main concern was the availability and frequency of the therapeutic sessions provided.</p> </section> <section> <h3> Conclusion & Implications</h3> <p>Insights from SLPs, managers and parents of clients highlighted the barriers and enablers of quality of service in SLT services for children. These findings can be used to improve services in Malta and other countries with similar contexts, mainly by altering time management, reduci
{"title":"Elucidating managerial, staff and client perspectives on the Speech and Language Therapy service in Malta","authors":"Ann-Marie Sant, Michelle Black","doi":"10.1111/1460-6984.13093","DOIUrl":"10.1111/1460-6984.13093","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Speech and language therapy (SLT) services are fundamental for communication, academic and social development. Evidence shows that demand for services is increasing, and this can adversely affect the quality of care. There are limited published studies in relation to the demand and quality of speech and language services in Malta.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To elucidate the perspectives of speech–language pathologists (SLPs), service managers and parents of clients about the impact of factors pertaining to human resource development (HRD), human resource management (HRM) and the environment on the quality of the children's SLT service in western Malta. Also, to outline the beneficial strategies or recommendations to improve the quality of the service provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A mixed-method study was used. Quantitative data provided by the Speech and Language Center (SLC) were analysed to determine demand over time using descriptive statistics. Qualitative data from one-to-one interviews using a bespoke questionnaire with managers, SLPs and parents were transcribed and analysed. Common and distinct themes in relation to the quality of services were then formulated and evaluated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcome & Results</h3>\u0000 \u0000 <p>Quantitative results highlighted that clients were not receiving the required number of the therapeutic sessions. In total, nine themes in relation to the quality of the SLT service were identified by parents, SLPs and managers. The factors affecting the service quality were outlined and subdivided under three branches: HRD, HRM and the environment. All factors within these subgroups are expected to enhance the quality of the service provided if they are enhanced and improved upon. Additionally, the results showed that a discrepancy between the perceived and offered SLT services was felt from the managers’ and SLPs’ perspectives; however, this was not felt by parents. For parents, the main concern was the availability and frequency of the therapeutic sessions provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion & Implications</h3>\u0000 \u0000 <p>Insights from SLPs, managers and parents of clients highlighted the barriers and enablers of quality of service in SLT services for children. These findings can be used to improve services in Malta and other countries with similar contexts, mainly by altering time management, reduci","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2412-2422"},"PeriodicalIF":1.5,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724878","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>Parental input plays a central role in typical language acquisition and development. In autism spectrum disorder (ASD), characterized by social communicative and language difficulties, parental input presents an important avenue for investigation as a target for intervention. A rich body of literature has identified which aspects of grammatical complexity and lexical diversity are most associated with child language ability in both typical development and autism. Yet, the majority of these studies are conducted with English-speaking children, thus potentially overlooking nuances in parental input derived from cross-linguistic variation.</p> </section> <section> <h3> Aims</h3> <p>To examine the differences in verbal parental input to Bulgarian- and English-speaking children with ASD. To examine whether aspects of verbal parental input found to be concurrent predictors of English-speaking children's expressive language ability are also predictors of the expressive language of Bulgarian-speaking children with ASD.</p> </section> <section> <h3> Methods & Procedures</h3> <p>We compared parental input to Bulgarian-speaking (<i>N</i> = 37; 2;7–9;10 years) and English-speaking (<i>N</i> = 37; 1;8–4;9 years) children with ASD matched on expressive language. Parent–child interactions were collected during free play with developmentally appropriate toys. These interactions were transcribed, and key measures of parental input were extracted.</p> </section> <section> <h3> Outcomes & Results</h3> <p>English-speaking parents produced more word tokens and word types than Bulgarian-speaking parents. However, Bulgarian parents produced more verbs in relation to nouns and used more statements and exclamations but asked fewer questions than English-speaking parents. In addition, child age and parents’ use of questions were significant concurrent predictors of child expressive vocabulary.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>This is one of the first studies to conduct a cross-linguistic comparison of parental input in ASD. The differences found emphasize the need to further study parental input to Bulgarian children and adapt naturalistic parent-mediated interventions to the local language and its specific characteristics.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div>
{"title":"Exploring cross-linguistic differences in parental input and their associations with child expressive language in ASD: Bulgarian versus English comparison","authors":"Mihaela D. Barokova, Helen Tager-Flusberg","doi":"10.1111/1460-6984.13089","DOIUrl":"10.1111/1460-6984.13089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parental input plays a central role in typical language acquisition and development. In autism spectrum disorder (ASD), characterized by social communicative and language difficulties, parental input presents an important avenue for investigation as a target for intervention. A rich body of literature has identified which aspects of grammatical complexity and lexical diversity are most associated with child language ability in both typical development and autism. Yet, the majority of these studies are conducted with English-speaking children, thus potentially overlooking nuances in parental input derived from cross-linguistic variation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To examine the differences in verbal parental input to Bulgarian- and English-speaking children with ASD. To examine whether aspects of verbal parental input found to be concurrent predictors of English-speaking children's expressive language ability are also predictors of the expressive language of Bulgarian-speaking children with ASD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>We compared parental input to Bulgarian-speaking (<i>N</i> = 37; 2;7–9;10 years) and English-speaking (<i>N</i> = 37; 1;8–4;9 years) children with ASD matched on expressive language. Parent–child interactions were collected during free play with developmentally appropriate toys. These interactions were transcribed, and key measures of parental input were extracted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>English-speaking parents produced more word tokens and word types than Bulgarian-speaking parents. However, Bulgarian parents produced more verbs in relation to nouns and used more statements and exclamations but asked fewer questions than English-speaking parents. In addition, child age and parents’ use of questions were significant concurrent predictors of child expressive vocabulary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>This is one of the first studies to conduct a cross-linguistic comparison of parental input in ASD. The differences found emphasize the need to further study parental input to Bulgarian children and adapt naturalistic parent-mediated interventions to the local language and its specific characteristics.</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 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2397-2411"},"PeriodicalIF":1.5,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141581305","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}
<div> <section> <h3> Background</h3> <p>Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals.</p> </section> <section> <h3> Aims</h3> <p>To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish.</p> </section> <section> <h3> Main Contribution</h3> <p>Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients.</p> </section> <section> <h3> WHAT THIS PAPER ADDS</h3> <section> <h3> What is already known on the subject</h3> <div> <ul> <li>Patients in ICUs are subject to various forms of treatment and continuous and intensive monitoring, compromising their capacity to communicate and actively participate (e.g., sharing symptoms and making decisions). Although there is some awareness of their disadvantage in such a regard, few protocols of assessment of communicative competence have been adapted to patients with a minimum response.</li> </ul> </div> </section> <section> <h3> What this paper adds to the existing knowledge</h3> <div> <ul> <li>The present review highlights different protocols for the assessment of communication and pain. They include the following categories: awareness, sensory capacity, auditory and visual acuity, positioning and motor c
{"title":"Assessment of communicative competence in adult patients with minimum response in intensive care units: A scoping review","authors":"Ana Pinto, Mariely Lima, João Lindo Simões","doi":"10.1111/1460-6984.13088","DOIUrl":"10.1111/1460-6984.13088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Contribution</h3>\u0000 \u0000 <p>Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients.</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>Patients in ICUs are subject to various forms of treatment and continuous and intensive monitoring, compromising their capacity to communicate and actively participate (e.g., sharing symptoms and making decisions). Although there is some awareness of their disadvantage in such a regard, few protocols of assessment of communicative competence have been adapted to patients with a minimum response.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What this paper adds to the existing knowledge</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>The present review highlights different protocols for the assessment of communication and pain. They include the following categories: awareness, sensory capacity, auditory and visual acuity, positioning and motor c","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2383-2396"},"PeriodicalIF":1.5,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141581304","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}
<div> <section> <h3> Background</h3> <p>Variability in the vocabulary outcomes of children with cochlear implants (CIs) is partially explained by child-directed speech (CDS) characteristics. Yet, relatively little is known about whether and how mothers adapt their lexical and prosodic characteristics to the child's hearing status (before and after implantation, and compared with groups with normal hearing (NH)) and how important they are in affecting vocabulary development in the first 12 months of hearing experience.</p> </section> <section> <h3> Aims</h3> <p>To investigate whether mothers of children with CIs produce CDS with similar lexical and prosodic characteristics compared with mothers of age-matched children with NH, and whether they modify these characteristics after implantation. In addition, to investigate whether mothers’ CDS characteristics predict children's early vocabulary skills before and after implantation.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A total of 34 dyads (17 with NH, 17 with children with CIs; ages = 9–32 months), all acquiring Italian, were involved in the study. Mothers’ and children's lexical quantity (tokens) and variety (types), mothers’ prosodic characteristics (pitch range and variability), and children's vocabulary skills were assessed at two time points, corresponding to before and 1 year post-CI activation for children with CIs. Children's vocabulary skills were assessed using parent reports; lexical and prosodic characteristics were observed in semi-structured mother–child interactions.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Results showed that mothers of children with CIs produced speech with similar lexical quantity but lower lexical variety, and with increased pitch range and variability, than mothers of children with NH. Mothers generally increased their lexical quantity and variety and their pitch range between sessions. Children with CIs showed reduced expressive vocabulary and lower lexical quantity and variety than their peers 12 months post-CI activation. Mothers’ prosodic characteristics did not explain variance in children's vocabulary skills; their lexical characteristics predicted children's early vocabulary and lexical outcomes, especially in the NH group, but were not related to later language development.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>Our findings confirm previous studies on other languages and support the idea that the lexical characteristics of mothers’ CDS have a positive effect on children's early measures
背景：人工耳蜗植入（CI）儿童词汇量结果的差异可部分归因于儿童自主言语（CDS）特征。然而，对于母亲是否以及如何根据儿童的听力状况（植入前和植入后，以及与听力正常（NH）群体的比较）调整其词汇和拟声特征，以及这些特征在影响听力经验最初 12 个月的词汇发展中的重要性，我们所知甚少。目的：与年龄匹配的 NH 儿童的母亲相比，研究 CI 儿童的母亲是否会产生具有相似词汇和拟声特征的 CDS，以及她们是否会在植入后修改这些特征。此外，研究母亲的 CDS 特征是否能预测儿童在植入前和植入后的早期词汇技能：本研究共涉及 34 个二元组（17 个有 NH，17 个有 CI 儿童；年龄 = 9-32 个月），均学习意大利语。母亲和儿童的词汇量（词块）和多样性（类型）、母亲的前音特征（音域和可变性）以及儿童的词汇技能分别在两个时间点进行评估，这两个时间点分别对应于 CI 激活前和 CI 激活后 1 年。儿童的词汇技能通过家长报告进行评估；词汇和发音特点通过半结构化的母子互动进行观察：结果表明，与普通话儿童的母亲相比，有 CI 儿童的母亲所说的话词汇量相似，但词汇种类较少，音调范围和变异性较高。母亲们在两次训练之间普遍增加了词汇量、词汇种类和音调范围。与同龄儿童相比，CI 激活后 12 个月的 CI 患儿表现出表达词汇量减少、词汇量和词汇种类减少。母亲的前音特征不能解释儿童词汇技能的差异；母亲的词汇特征能预测儿童早期词汇和词汇成果，尤其是在 NH 组，但与后期语言发展无关：我们的研究结果证实了之前对其他语言的研究，并支持了这样一种观点，即在不同的听力组别中，母亲 CDS 的词汇特征对儿童的早期词汇发展具有积极影响，而前音线索的作用较小。更多的输入数量和质量可能有助于儿童建立基本的语言模型表征，而音调线索可能主要服务于注意力和情感过程。研究结果表明，有必要进行更多的纵向研究，调查从儿童周围的其他人物那里获得的信息输入及其对儿童语言发展的作用：对这一主题的已有认识 人们认为，母亲的CDS能促进和支持不同语言发展轨迹的儿童（包括CI儿童）的语言习得。由于 CI 儿童有语言发育迟缓的风险，并且有声学处理方面的局限性，因此与 NH 儿童的母亲相比，他们的母亲可能需要提供词性更简单但前音更丰富的输入。然而，文献报道的结果不一，据我们所知，还没有一项研究同时探讨了母亲的词汇和前音特征在儿童植入前和听力经验最初 12 个月的词汇发展中所起的作用。本研究对现有知识的补充 研究表明，与 NH 儿童的母亲相比，CI 儿童的母亲所输入的词汇量相似，但种类减少，音调特征增强。此外，母亲的词汇量和词汇种类以及音调范围在不同阶段也普遍增加。只有母亲的词汇特征能预测儿童的早期词汇技能。只有在 NH 组中，母亲的词汇多样性才能预测儿童的表达词汇量和词汇多样性。这项研究的实际意义和临床意义是什么？这些研究结果拓展了我们对母语输入影响的认识，可能有助于改进以家庭为中心的早期干预计划，以支持 CI 儿童的语言发展。
{"title":"The role of lexical and prosodic characteristics of mothers’ child-directed speech for the early vocabulary development of Italian children with cochlear implants","authors":"Valentina Persici, Giulia Castelletti, Letizia Guerzoni, Domenico Cuda, Marinella Majorano","doi":"10.1111/1460-6984.13087","DOIUrl":"10.1111/1460-6984.13087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Variability in the vocabulary outcomes of children with cochlear implants (CIs) is partially explained by child-directed speech (CDS) characteristics. Yet, relatively little is known about whether and how mothers adapt their lexical and prosodic characteristics to the child's hearing status (before and after implantation, and compared with groups with normal hearing (NH)) and how important they are in affecting vocabulary development in the first 12 months of hearing experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To investigate whether mothers of children with CIs produce CDS with similar lexical and prosodic characteristics compared with mothers of age-matched children with NH, and whether they modify these characteristics after implantation. In addition, to investigate whether mothers’ CDS characteristics predict children's early vocabulary skills before and after implantation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 34 dyads (17 with NH, 17 with children with CIs; ages = 9–32 months), all acquiring Italian, were involved in the study. Mothers’ and children's lexical quantity (tokens) and variety (types), mothers’ prosodic characteristics (pitch range and variability), and children's vocabulary skills were assessed at two time points, corresponding to before and 1 year post-CI activation for children with CIs. Children's vocabulary skills were assessed using parent reports; lexical and prosodic characteristics were observed in semi-structured mother–child interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Results showed that mothers of children with CIs produced speech with similar lexical quantity but lower lexical variety, and with increased pitch range and variability, than mothers of children with NH. Mothers generally increased their lexical quantity and variety and their pitch range between sessions. Children with CIs showed reduced expressive vocabulary and lower lexical quantity and variety than their peers 12 months post-CI activation. Mothers’ prosodic characteristics did not explain variance in children's vocabulary skills; their lexical characteristics predicted children's early vocabulary and lexical outcomes, especially in the NH group, but were not related to later language development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Our findings confirm previous studies on other languages and support the idea that the lexical characteristics of mothers’ CDS have a positive effect on children's early measures ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2367-2382"},"PeriodicalIF":1.5,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560143","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}
Loretta Gasparini, Daisy A. Shepherd, Jing Wang, Melissa Wake, Angela T. Morgan
<div> <section> <h3> Background</h3> <p>Identifying language disorders earlier can help children receive the support needed to improve developmental outcomes and quality of life. Despite the prevalence and impacts of persistent language disorder, there are surprisingly no robust predictor tools available. This makes it difficult for researchers to recruit young children into early intervention trials, which in turn impedes advances in providing effective early interventions to children who need it.</p> </section> <section> <h3> Aims</h3> <p>To validate externally a predictor set of six variables previously identified to be predictive of language at 11 years of age, using data from the Longitudinal Study of Australian Children (LSAC) birth cohort. Also, to examine whether additional LSAC variables arose as predictive of language outcome.</p> </section> <section> <h3> Methods & Procedures</h3> <p>A total of 5107 children were recruited to LSAC with developmental measures collected from 0 to 3 years. At 11–12 years, children completed the Clinical Evaluation of Language Fundamentals, 4th Edition, Recalling Sentences subtest. We used SuperLearner to estimate the accuracy of six previously identified parent-reported variables from ages 2–3 years in predicting low language (sentence recall score ≥ 1.5 SD below the mean) at 11–12 years. Random forests were used to identify any additional variables predictive of language outcome.</p> </section> <section> <h3> Outcomes & Results</h3> <p>Complete data were available for 523 participants (52.20% girls), 27 (5.16%) of whom had a low language score. The six predictors yielded fair accuracy: 78% sensitivity (95% confidence interval (CI) = [58, 91]) and 71% specificity (95% CI = [67, 75]). These predictors relate to sentence complexity, vocabulary and behaviour. The random forests analysis identified similar predictors.</p> </section> <section> <h3> Conclusions & Implications</h3> <p>We identified an ultra-short set of variables that predicts 11–12-year language outcome with ‘fair’ accuracy. In one of few replication studies of this scale in the field, these methods have now been conducted across two population-based cohorts, with consistent results. An imminent practical implication of these findings is using these predictors to aid recruitment into early language intervention studies. Future research can continue to refine the accuracy of early predictors to work towards earlier identification in a
{"title":"Identifying early language predictors: A replication of Gasparini et al. (2023) confirming applicability in a general population cohort","authors":"Loretta Gasparini, Daisy A. Shepherd, Jing Wang, Melissa Wake, Angela T. Morgan","doi":"10.1111/1460-6984.13086","DOIUrl":"10.1111/1460-6984.13086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Identifying language disorders earlier can help children receive the support needed to improve developmental outcomes and quality of life. Despite the prevalence and impacts of persistent language disorder, there are surprisingly no robust predictor tools available. This makes it difficult for researchers to recruit young children into early intervention trials, which in turn impedes advances in providing effective early interventions to children who need it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To validate externally a predictor set of six variables previously identified to be predictive of language at 11 years of age, using data from the Longitudinal Study of Australian Children (LSAC) birth cohort. Also, to examine whether additional LSAC variables arose as predictive of language outcome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A total of 5107 children were recruited to LSAC with developmental measures collected from 0 to 3 years. At 11–12 years, children completed the Clinical Evaluation of Language Fundamentals, 4th Edition, Recalling Sentences subtest. We used SuperLearner to estimate the accuracy of six previously identified parent-reported variables from ages 2–3 years in predicting low language (sentence recall score ≥ 1.5 SD below the mean) at 11–12 years. Random forests were used to identify any additional variables predictive of language outcome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Complete data were available for 523 participants (52.20% girls), 27 (5.16%) of whom had a low language score. The six predictors yielded fair accuracy: 78% sensitivity (95% confidence interval (CI) = [58, 91]) and 71% specificity (95% CI = [67, 75]). These predictors relate to sentence complexity, vocabulary and behaviour. The random forests analysis identified similar predictors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>We identified an ultra-short set of variables that predicts 11–12-year language outcome with ‘fair’ accuracy. In one of few replication studies of this scale in the field, these methods have now been conducted across two population-based cohorts, with consistent results. An imminent practical implication of these findings is using these predictors to aid recruitment into early language intervention studies. Future research can continue to refine the accuracy of early predictors to work towards earlier identification in a ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"59 6","pages":"2352-2366"},"PeriodicalIF":1.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.13086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471832","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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