Topics in Language Disorders最新文献

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Targeting Communication Effectiveness in Adults Who Stutter 针对口吃成年人的沟通有效性

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/TLD.0000000000000270

C. Byrd, G. Coalson, Megan M Young

The purpose of this study was to examine the benefits of a treatment approach for adults who stutter that focuses on core communication competencies rather than attempt to modify speech fluency. Eleven adults who stutter completed a 12-week treatment program at The Arthur M. Blank Center for Stuttering Education and Research. Pre- and posttreatment measures included (a) self-reported cognitive and affective aspects of stuttering (Overall Assessment of the Speaker's Experience of Stuttering [OASES], Self-Perceived Communication Competence [SPCC], Devereux Adult Resilience Survey [DARS], and Self-Compassion Scale [SCS]) and (b) ratings of 9 core communication competencies by an unfamiliar clinician blind to pre/posttreatment status. Participants reported significant mitigation of the adverse impact of stuttering (OASES) and greater resilience (DARS) after treatment. Participants also demonstrated significant gains in 8 of the 9 clinician-perceived communication competencies. Lower pretreatment stuttering frequencies were not significantly associated with posttreatment gains in clinician-perceived communication competencies. Preliminary findings suggest that, similar to findings for children and adolescents who stutter in previous studies, significant psychosocial and communicative benefit can be obtained for adults who stutter following treatment designed to focus on communication effectiveness rather than fluency, and that these gains are not contingent on the participants' stuttering frequency prior to enrollment.

本研究的目的是检验一种专注于核心沟通能力而不是试图改变语言流畅性的成人口吃治疗方法的益处。11名口吃的成年人在阿瑟·m·布兰克口吃教育和研究中心完成了为期12周的治疗项目。治疗前后的测量包括:(a)自述的口吃认知和情感方面(说话者口吃体验综合评估[OASES]、自我感知沟通能力[SPCC]、Devereux成人弹性调查[DARS]和自我同情量表[SCS])和(b)由不熟悉治疗前后情况的临床医生对9项核心沟通能力进行评分。参与者报告治疗后口吃的不利影响显著减轻(OASES)和更大的恢复力(dar)。参与者在临床医生认为的9项沟通能力中的8项也表现出了显著的进步。较低的预处理口吃频率与治疗后临床感知的沟通能力的提高没有显著相关。初步研究结果表明，与先前研究中对口吃儿童和青少年的研究结果类似，对口吃的成年人进行专注于沟通有效性而非流利性的治疗后，可以获得显著的社会心理和沟通益处，而且这些益处并不取决于参与者在入组前的口吃频率。

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引用次数: 8

Continuing Education Instructions and Questions 继续教育指导和问题

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000276

引用次数: 0

Why Stuttering Occurs 口吃发生的原因

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000275

Evan Usler

The purpose of this article is to provide a theoretical account of the experience of stuttering that incorporates previous explanations and recent experimental findings. According to this account, stuttering-like disfluencies emerge during early childhood from excessive detection of cognitive conflict due to subtle limitations in speech and language processes. For a subset of children who begin to stutter, the development of approach-avoidance motivational conflict likely contributes to a chronic reliance on cognitive control processes during speech. Consequently, maladaptive activation of right hemisphere inhibitory cortices to the basal ganglia via a hyperdirect pathway results in involuntary, episodic, and transient freezing of the motor system during speech initiation. This freeze response, consistent with defensive behavior in threatening situations, may lead to stuttering persistence, tension and struggle, maladaptive speech physiology, and feelings of anxiety and loss of control.

这篇文章的目的是提供一个理论帐户口吃的经验，结合以往的解释和最近的实验结果。根据这一说法，在儿童早期，由于言语和语言过程的微妙限制，过度发现认知冲突，从而出现口吃样的不流畅。对于一部分开始口吃的儿童来说，避免方法的动机冲突的发展可能会导致他们在说话时长期依赖认知控制过程。因此，基底节区右半球抑制性皮层通过超直接通路的不适应激活导致语言启动过程中运动系统的不自主、偶发性和短暂性冻结。这种冻结反应与受到威胁的情况下的防御行为一致，可能导致口吃、紧张和挣扎、言语生理适应不良、焦虑感和失控。

引用次数: 2

Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy. 了解说话者的口吃经历可以改善口吃治疗。

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000272

Seth E Tichenor, Caryn Herring, J Scott Yaruss

The purpose of this paper is to highlight the value for speech-language pathologists of considering the overall stuttering condition-including speakers' experiences during and around moments of stuttering-in treatment with individuals who stutter. We first highlight a framework for conceptualizing the entirety of the stuttering condition. We then present recent research and clinical perspectives about stuttering to support the claim that speech-language pathologists who account for individual differences in how their clients experience stuttering are better positioned to treat stuttering more effectively. Ultimately, this will yield better treatment outcomes and help clinicians achieve greater gains in quality of life for their clients who stutter.

本文的目的是强调言语病理学家在治疗口吃患者时考虑整体口吃状况的价值，包括说话者在口吃期间和前后的经历。我们首先强调了一个概念化整个口吃状况的框架。然后，我们介绍了最近关于口吃的研究和临床观点，以支持这样一种说法，即言语语言病理学家在解释客户口吃体验的个体差异时，能够更好地治疗口吃。最终，这将产生更好的治疗结果，并帮助临床医生在口吃患者的生活质量方面取得更大的进步。

引用次数: 8

Stuttering: Beyond Disfluencies 结巴:超越不流利

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000273

引用次数: 0

Introduction to the Issue “Stuttering: Beyond Disfluencies” “口吃:超越不流利”专题简介

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000274

引用次数: 1

Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review. 幼儿双语学习者家长的早期识字策略：描述性研究和综合评论。

IF 1.8 4区医学 Q1 LINGUISTICS

Topics in Language Disorders

Pub Date : 2021-10-01 DOI: 10.1097/tld.0000000000000261

Mark Guiberson

There is a large and growing population of dual language learners (DLLs) represented in early intervention programs in the United States, the majority of which are from Spanish-speaking families. In order to adequately serve these families, educators and speech-language pathologists must work closely with parents and provide them with culturally responsive strategies and activities that align with their language background and interaction styles. The purpose of this convergent parallel mixed methods study was to identify culturally consistent early literacy strategies specifically for parents of two- to three-year-old DLLs. Findings from a descriptive study that included 94 young DLLs and their parents engaged in a book reading task plus findings from an integrative literature review were converged to identify potential parent-implemented strategies that may support early literacy in young DLLs. From this process, a total of 26 strategies were identified in the categories of enhanced interaction, engagement with texts or storybooks, questioning behaviors, and other language enhancement. Fifteen of the strategies had compelling strength based on available work. Use of these strategies in pilot programs and future treatment studies is recommended.

在美国的早期干预项目中，双语学习者（DLLs）的人数众多，而且还在不断增加，其中大部分来自讲西班牙语的家庭。为了充分服务这些家庭，教育工作者和言语病理学家必须与家长密切合作，为他们提供符合其语言背景和互动方式的文化应对策略和活动。这项融合平行混合方法研究的目的是专门为两到三岁的 DLLs 家长确定文化上一致的早期识字策略。这项描述性研究包括 94 名参与图书阅读任务的幼儿 DLLs 及其家长，研究结果与综合文献综述的结果相结合，以确定潜在的家长实施策略，从而支持幼儿 DLLs 的早期识字。在这一过程中，共确定了 26 种策略，分别属于加强互动、参与文本或故事书、提问行为和其他语言强化等类别。根据现有的工作，其中 15 种策略具有令人信服的优势。建议在试点项目和未来的治疗研究中使用这些策略。

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引用次数: 0

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder 有发展性语言障碍风险的双语儿童的西班牙语和读写干预

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000263

Christine E. Fiestas, Mirza J. Lugo-Neris, Amy S. Pratt, E. Peña, L. Bedore

Supplemental Digital Content is Available in the Text. This pilot study evaluates the feasibility of an integrated intervention titled Language and Literacy Together developed to target semantic and narrative skills in bilingual children at risk for developmental language disorder (DLD). Thirteen first-grade bilingual children who scored in the risk range for DLD on the Bilingual English Spanish Oral Screener received intervention. Children completed pretest and posttest evaluations of semantics and narrative comprehension and production in Spanish and English. Intervention participants demonstrated significant gains in both semantics and narrative skills, in both the language of the intervention (Spanish) and in English. The largest gains were observed for Spanish narrative comprehension and English narrative production. The Spanish Language and Literacy Together intervention appears a feasible approach for improving bilingual children's semantic skills and supporting generalization to narrative comprehension and production skills, which underpin literacy. Gains in both languages suggest evidence of cross-language transfer.

文本中提供了补充数字内容。这项试点研究评估了一项名为“语言和识字结合”的综合干预措施的可行性，该干预措施旨在针对有发展性语言障碍（DLD）风险的双语儿童的语义和叙事技能。13名一年级的双语儿童接受了干预，他们在双语英语西班牙语口语筛查中的DLD风险范围内。孩子们用西班牙语和英语完成了语义、叙事理解和制作的前测和后测评估。干预参与者在干预语言（西班牙语）和英语方面都表现出了语义和叙事技能的显著提高。西班牙语叙事理解和英语叙事制作的收益最大。西班牙语和识字一起干预似乎是一种可行的方法，可以提高双语儿童的语义技能，并支持对叙事理解和制作技能的概括，这是识字的基础。两种语言的学习成绩都表明了跨语言迁移的证据。

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引用次数: 1

Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment 言语病理学研究生在模拟环境中对英语学习者的提问策略

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000264

Hilal Peker, L. Rosa-Lugo

Supplemental Digital Content is Available in the Text. The purpose of this pilot study was to examine TeachLivE simulation used by speech–language pathology graduate students (SLP GSs) to practice questioning strategies with English learners (ELs) at various language proficiency levels. Using a communities of practice theoretical framework, data were collected through an assignment in a core graduate-level course that focused on assessment/intervention of ELs with communication disorders. The SLP GSs were required to prepare leveled questions prior to a simulation experience, respond to a survey, modify questions, and apply leveled questions during the simulation. Their self-efficacy in questioning strategies before and after the simulation was quantitatively measured, and their lived experiences were examined in the qualitative part of the data analysis. Findings suggest that the SLP GSs demonstrated more confidence or self-efficacy in using leveled questions with advanced level ELs and needed further practice adjusting their questions for ELs across other language proficiency levels. Recommendations for using simulation to practice evidence-based strategies are provided.

文本中提供了补充数字内容。本试点研究的目的是检验言语病理学研究生（SLP-GS）使用的TeachLivE模拟，以与不同语言水平的英语学习者（EL）练习提问策略。使用实践社区理论框架，通过研究生核心课程的作业收集数据，该课程侧重于评估/干预有沟通障碍的ELs。SLP GS被要求在模拟体验之前准备分级问题，对调查做出回应，修改问题，并在模拟过程中应用分级问题。他们在模拟前后的提问策略中的自我效能感被定量测量，他们的生活经历在数据分析的定性部分被检验。研究结果表明，SLP GS在使用高级ELs的水平问题时表现出更大的信心或自我效能感，并且需要进一步练习调整他们的问题以适应其他语言水平的ELs。提供了使用模拟实践循证策略的建议。

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引用次数: 0

In This Together 在一起

IF 1.4 4区医学 Q1 Arts and Humanities

Topics in Language Disorders

Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000265

Barbara J. Ehren, L. Rosa-Lugo, Audrey D. P. Hagan

English learners (ELs) struggle with vocabulary learning and often evidence serious vocabulary gaps. It is challenging, especially for professionals who do not speak the native language of the students, to teach EL students vocabulary that supports academic learning, is compatible with classroom instruction, and considers their changing language proficiency levels. A compounding factor may be the additional presence of a language disorder. The purpose of this article is to provide a context for professionals and nonprofessionals, monolinguals and bilinguals, to work together in developing strong lexicons in ELs to support academic growth. Toward that end, the authors discuss the nature of the school-age EL population, vocabulary needs of this heterogeneous population, the need for collaboration in the wise use of available resources, a technique called the Vocabulary Scenario Technique designed for collaborative implementation, and guiding principles about vocabulary instruction with ELs that can be of use to researchers and practitioners.

英语学习者（EL）在词汇学习方面举步维艰，经常出现严重的词汇差距。教EL学生支持学术学习、与课堂教学兼容并考虑到他们不断变化的语言熟练程度的词汇是一项挑战，尤其是对于不会说学生母语的专业人士来说。一个复合因素可能是语言障碍的额外存在。本文的目的是为专业人士和非专业人士、单语者和双语者提供一个背景，共同开发ELs中强大的词典，以支持学术发展。为此，作者讨论了学龄EL人群的性质，这种异质人群的词汇需求，在明智地使用可用资源方面进行协作的必要性，一种被称为词汇场景技术的技术，旨在进行协作实施，以及对研究人员和从业者有用的关于ELs词汇教学的指导原则。

引用次数: 1

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