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Communication Disorders Quarterly最新文献

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Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs 对参加学前教育项目的儿童接受性词汇知识预测因素的调查
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-03-28 DOI: 10.1177/15257401231161590
Lisa M Bowers, S. Robinson, Madilyn Metcalf
{"title":"Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs","authors":"Lisa M Bowers, S. Robinson, Madilyn Metcalf","doi":"10.1177/15257401231161590","DOIUrl":"https://doi.org/10.1177/15257401231161590","url":null,"abstract":"Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including literacy log competition, this study examined which factors adequately predicted vocabulary growth as measured by Peabody Picture Vocabulary Test–Fourth Edition standard scores. Results indicated that vocabulary increased significantly for children who were enrolled in participating Head Start Pre-Kindergarten (Pre-K) programs. Important predictors of the magnitude of vocabulary growth during an academic year included sex, language(s) spoken in the home, and completion of home literacy logs. Clinical implications of this study would warrant recommending home literacy logs as a component of holistic Head Start programming, as completion of literacy logs emerged as an important variable in predicting the magnitude of vocabulary growth second only to race and sex.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47909623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Introducing Variability Into the Word Learning of Adults 将变异性引入成人词汇学习
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-03-28 DOI: 10.1177/15257401231157981
Meredith Saletta Fitzgibbons, Amy Buros Stein
{"title":"Introducing Variability Into the Word Learning of Adults","authors":"Meredith Saletta Fitzgibbons, Amy Buros Stein","doi":"10.1177/15257401231157981","DOIUrl":"https://doi.org/10.1177/15257401231157981","url":null,"abstract":"We inquired whether introducing variability into a word-learning task would facilitate, inhibit, or have a neutral effect on adults’ speech production and language learning. Twenty young adults from the U.S. Midwest with typical development participated. They repeated four novel words 10 times sequentially (blocked practice) and another four novel words 10 times in a mixed order (varied practice). We compared participants’ speech production and language learning in the blocked practice and varied practice conditions. We also repeated the language-learning probes after a period of consolidation. In comparison with the blocked practice condition, a varied practice schedule did not improve speech production, short-term language learning, or long-term language learning. Introducing variability into this word-learning task had a neutral effect on young adults’ speech production and language learning. Further research is necessary to determine how to apply these concepts to teaching word-learning strategies to children or adults with typical or atypical development.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"239 - 246"},"PeriodicalIF":0.9,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review 文化响应和本土语言策略:来自范围审查的发现
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-03-17 DOI: 10.1177/15257401231155812
Mark M. Guiberson, C. B. Vining
{"title":"Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review","authors":"Mark M. Guiberson, C. B. Vining","doi":"10.1177/15257401231155812","DOIUrl":"https://doi.org/10.1177/15257401231155812","url":null,"abstract":"This scoping review examined the existing research to identify culturally responsive and Indigenous language strategies. A five-stage scoping review methodology was applied to a multiple database search, and a web-based literature review software program was used to organize and review sources, resulting in a total of 33 sources. Data were charted from these sources and 38 culturally responsive strategies and 23 Indigenous language strategies were identified. These strategies, which include the highest strength of strategy codes based on source design qualities, are presented in a preliminary evidence map. There remains a scarcity of culturally responsive and Indigenous language intervention research with Indigenous children. Most of the strategies identified through this scoping review lacked strength to recommend their use universally, but they still may be useful and critically important in meeting the needs of Indigenous children and their families. A discussion on strategies, the Indigenous Connectedness Framework, and an abundance model is provided.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Effect of Self-Disclosure About Stuttering on Listener Perceptions 口吃自我表露对听力感知的影响
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-03-17 DOI: 10.1177/15257401231160452
Gauri Pathak, Pallavi Kelkar
{"title":"The Effect of Self-Disclosure About Stuttering on Listener Perceptions","authors":"Gauri Pathak, Pallavi Kelkar","doi":"10.1177/15257401231160452","DOIUrl":"https://doi.org/10.1177/15257401231160452","url":null,"abstract":"The study reported herein sought to explore the effect of self-disclosure about stuttering on listener perceptions of persons who stutter (PWS). Sixty young adults who do not stutter were divided into three groups. Each group was assigned to one of three conditions: no disclosure (ND), apologetic self-disclosure (ApD), and assertive self-disclosure (AsD), followed by a narrative by a PWS presented auditorily. Participants then rated the PWS on a semantic differential scale. Results revealed no significant difference between listener ratings for ApD and ND conditions. The PWS in the AsD condition was perceived as “less sociable” than the PWS in the ND condition. The PWS disclosing assertively appeared to be rated more positively by female listeners. Being well acquainted with a PWS appeared to result in more positive perceptions indicating a need to educate the general public about stuttering.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data 使用教师报告数据预测阿曼有阅读障碍风险学生的书面语言能力和语用学
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-03-17 DOI: 10.1177/15257401231160700
Fatma Alkaf, M. Emam, Rashid S. Almehrizi, A. Kazem, G. A. Troia, Muna Al-Bulushi
{"title":"Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data","authors":"Fatma Alkaf, M. Emam, Rashid S. Almehrizi, A. Kazem, G. A. Troia, Muna Al-Bulushi","doi":"10.1177/15257401231160700","DOIUrl":"https://doi.org/10.1177/15257401231160700","url":null,"abstract":"This study investigated whether teachers’ observations of pragmatic language competence predict literacy skills (and the reverse) in students referred for reading disabilities in Oman. A sample of 574 at-risk children between 7 and 12 years old participated. Teachers rated students’ pragmatic language, reading, and written expression. Results showed (a) teachers rated female students significantly higher in all three areas, while ratings were not different across grades; (b) relationships between pragmatics and literacy skills were significantly stronger for girls than for boys; (c) after controlling for gender and grade, pragmatic language competence accounted for significant unique variance in both reading and written expression; and (d) after controlling for gender and grade, reading and writing both contributed significant unique variance to pragmatic skills, and the standardized regression coefficients suggested stronger effects of literacy skills on pragmatics than pragmatics on literacy skills. Implications for school professionals and future research directions are discussed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42428437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Psychological Stress and Perceived School Success During COVID-19 Among Parents of Children Who Are Deaf or Hard of Hearing. 失聪或听力障碍儿童家长在2019冠状病毒病期间的心理压力和学业成绩感知
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-02-01 DOI: 10.1177/15257401221078788
Sanyin Cheng, Shengli Cheng
{"title":"Psychological Stress and Perceived School Success During COVID-19 Among Parents of Children Who Are Deaf or Hard of Hearing.","authors":"Sanyin Cheng,&nbsp;Shengli Cheng","doi":"10.1177/15257401221078788","DOIUrl":"https://doi.org/10.1177/15257401221078788","url":null,"abstract":"<p><p>This study mainly explored psychological stress due to coronavirus disease 2019 (COVID-19) among parents of deaf and hard-of-hearing children and how it related to parents' views of school success in mainland China. The Psychological Stress Questionnaire and Views of Social and Academic Success were administered to 213 parents of deaf and hard-of-hearing children. Results showed that parents' and children's characteristics were related to psychological stress due to COVID-19, which significantly negatively predicted parents' views of school success. The contributions, limitations, and implications of the present research are discussed.</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 2","pages":"89-97"},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9840972/pdf/10.1177_15257401221078788.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10716620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing. 正常听力儿童和失聪/听力障碍儿童在教育环境中自我报告的听力能力。
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-02-01 DOI: 10.1177/15257401221074412
Bonita Squires, Elizabeth Kay-Raining Bird
{"title":"Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing.","authors":"Bonita Squires,&nbsp;Elizabeth Kay-Raining Bird","doi":"10.1177/15257401221074412","DOIUrl":"https://doi.org/10.1177/15257401221074412","url":null,"abstract":"<p><p>Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of \"no difficulty\" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities.</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 2","pages":"107-116"},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/a7/ba/10.1177_15257401221074412.PMC9834811.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10590570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Neuromyelitis Optica Spectrum Disorder: Case Description and Information for Speech-Language Pathologists 视神经脊髓炎频谱障碍:个案描述及语言病理学家资讯
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-01-24 DOI: 10.1177/15257401221145887
Angela Burda, Courtney Banwart, Madison Engels, Heather Hogelucht, Lauren M. Lilly, Hallee Mingus, Deepthy.B. Nair, Madison Simon
{"title":"Neuromyelitis Optica Spectrum Disorder: Case Description and Information for Speech-Language Pathologists","authors":"Angela Burda, Courtney Banwart, Madison Engels, Heather Hogelucht, Lauren M. Lilly, Hallee Mingus, Deepthy.B. Nair, Madison Simon","doi":"10.1177/15257401221145887","DOIUrl":"https://doi.org/10.1177/15257401221145887","url":null,"abstract":"Neuromyelitis optica spectrum disorder (NMOSD) is an acquired neurological disorder primarily affecting physical and visual functioning. There is a lack of empirical evidence in the existing literature about the nature of speech, language, and cognitive deficits associated with NMOSD. Hence, this case study provides assessment information about a 32-year-old female diagnosed with NMOSD who was administered the following formalized tests via teleconference: the Apraxia Battery for Adults–2nd edition, Cognitive Linguistic Quick Test, and Western Aphasia Battery-Revised. The participant, classified as having anomic aphasia, demonstrated good auditory and reading comprehension, writing difficulties, apraxia of speech, and mild difficulties with cognitive tasks requiring writing.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Language Sample Analysis to SLPs: A Descriptive Study SLP语言样本分析教学的描述性研究
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-01-19 DOI: 10.1177/15257401221145890
Sara C. Steele, L. Gibbons, Elizabeth E Leigh
{"title":"Teaching Language Sample Analysis to SLPs: A Descriptive Study","authors":"Sara C. Steele, L. Gibbons, Elizabeth E Leigh","doi":"10.1177/15257401221145890","DOIUrl":"https://doi.org/10.1177/15257401221145890","url":null,"abstract":"Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to advance this line of inquiry by documenting how school-based speech–language pathologists’ (SLPs) perception and use of one computerized LSA program was affected by an 8-month training program. In this descriptive qualitative study, participants completed rating scales before and after training. Data were triangulated with semi-structured interviews and field notes. A content analysis approach was used to develop codes, subthemes, and themes from interviews. Speech–language pathologists preferred their familiar protocols, though their perceptions of computerized LSA shifted by the end of the training. Ultimately, SLPs viewed the depth of information gained from LSA as a benefit for supporting their diagnostic decisions and communicating with the educational team. The primary implementation barrier was time. Results inform features to consider for future training programs.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48993642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Speech-Language Pathologists and Culturally Competent Intervention 语言病理学家与文化能力干预
IF 0.9 4区 医学
Communication Disorders Quarterly Pub Date : 2023-01-17 DOI: 10.1177/15257401221145909
Anna Mixson, Megan-Brette Hamilton, Allison M. Plumb, Mary J. Sandage
{"title":"Speech-Language Pathologists and Culturally Competent Intervention","authors":"Anna Mixson, Megan-Brette Hamilton, Allison M. Plumb, Mary J. Sandage","doi":"10.1177/15257401221145909","DOIUrl":"https://doi.org/10.1177/15257401221145909","url":null,"abstract":"This study explored speech-language pathologists’ (SLPs) demonstration of culturally responsive service provision when planning intervention. A fifteen-item survey revealed (a) SLPs consider culture when choosing therapeutic materials, and (b) family structure was the cultural factor selected by the most SLPs, followed closely by race and/or ethnicity. Religion was the least commonly selected cultural factor. Knowledge of multiple factors of culture should be considered to provide culturally competent intervention.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46217554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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