Seminars in Speech and Language最新文献

Turning the Page: Midwest SLPs' Lived Experiences Providing Literacy Services in Schools. 翻开新的一页：中西部特殊学生在学校提供扫盲服务的生活经历。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-06-05 DOI: 10.1055/s-0045-1809435

Karissa J Marble-Flint, Amy K Peterson, Klaire Brumbaugh, Whitney Schneider-Cline

{"title":"Turning the Page: Midwest SLPs' Lived Experiences Providing Literacy Services in Schools.","authors":"Karissa J Marble-Flint, Amy K Peterson, Klaire Brumbaugh, Whitney Schneider-Cline","doi":"10.1055/s-0045-1809435","DOIUrl":"https://doi.org/10.1055/s-0045-1809435","url":null,"abstract":"School-based speech-language pathologists (SLPs) from four midwestern states were surveyed about their knowledge and conﬁdence regarding literacy intervention. To obtain accounts of lived experiences, SLPs who completed the survey were invited to a follow-up interview. Fourteen SLPs completed interviews with a member of the research team via a recorded Zoom meeting. The interviews were approximately an hour long and each question was presented on a shared screen. Interview data were transcribed and then analyzed using thematic analysis. Five overarching themes emerged: (1) SLPs are responsible for language services to support student literacy; (2) barriers of time, administrator knowledge, and instructional tools that support SLP literacy instruction; (3) collaboration and training would improve confidence; (4) how multi-tiered systems of support and Title I impact SLP literacy services; and (5) the role of other team members in literacy services. Overall, SLPs know that they can play an important role in literacy assessment and intervention but are unsure of how their specific skills fit into the greater school context. Training may improve confidence in serving students with literacy needs differently from other service providers. Future work could explore partnerships between SLPs and other professionals to best serve students with literacy needs.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235680","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

A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers. 中国外伤性脑损伤患者沟通伙伴培训的调查：意识、益处和障碍。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-05-21 DOI: 10.1055/s-0045-1809158

Guanyu Wei, Louise C Keegan

{"title":"A Survey of Communication Partner Training for Individuals with Traumatic Brain Injury in China: Awareness, Benefits, and Barriers.","authors":"Guanyu Wei, Louise C Keegan","doi":"10.1055/s-0045-1809158","DOIUrl":"https://doi.org/10.1055/s-0045-1809158","url":null,"abstract":"Communication partner training (CPT) is an evidence-based treatment approach, applied when working with people with traumatic brain injury (pwTBI). However, all existing programs are available in English only. This article focuses on surveying people in China about their awareness of CPT for pwTBI, and the perceived benefits and challenges of implementing CPT programs, with a view to providing recommendations for optimal services. The authors surveyed 339 medical professional (n = 169) and non-medical professional (n = 170) communication partners to obtain their awareness about CPT. Further, they were asked to identify the potential barriers and benefits of implementing CPT. Potential components that should be considered when developing a CPT program for pwTBI in China were also identified by the communication partners. This article reported low awareness levels about CPT for both medical professional (33.33%) and non-medical professional (22.14%) communication partners. Both groups reported interest in opportunities to receive CPT. The findings of this study will be useful as a guide when developing CPT programs for pwTBI in China. The findings also have implications for the global translation of CPT programs to other languages and countries where they may have a positive impact on the lives of pwTBI and their communication partners.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121133","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

The Role of Rapid Automatized Naming in Children with Developmental Dysgraphia in German. 快速自动命名在发展性德文书写困难儿童中的作用。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-05-21 DOI: 10.1055/s-0045-1806722

Anna Kaltenbrunner, Diana Döhla, Stefan Heim

{"title":"The Role of Rapid Automatized Naming in Children with Developmental Dysgraphia in German.","authors":"Anna Kaltenbrunner, Diana Döhla, Stefan Heim","doi":"10.1055/s-0045-1806722","DOIUrl":"https://doi.org/10.1055/s-0045-1806722","url":null,"abstract":"Various researchers have identified naming speed (rapid automatized naming [RAN]) as a predictor for reading skills and dyslexia. Although fewer studies investigate the connection between RAN and writing acquisition, their results suggest a connection between alphanumeric RAN tasks and spelling skills. Since the cognitive processes relevant to RAN have not yet been researched, it is unclear which components connect spelling performance and naming speed. Various authors propose a connection through orthographic and visual knowledge. This study investigated whether and how alphanumeric (letters and digits) and non-alphanumeric RAN (colors, objects) relate to spelling skills in German. Therefore, we investigated naming speed abilities in German 8- to 11-year-olds (n = 103) with pure developmental dysgraphia (i.e., isolated spelling deficit without reading deficit; n = 22), combined developmental dysgraphia and dyslexia (n = 26), and typical spelling and reading skills (n = 55). We found significant differences between children with pure developmental dysgraphia and children with typical reading and spelling skills for alphanumeric, but not non-alphanumeric RAN tasks. Our findings suggest that alphanumeric RAN, in contrast to non-alphanumeric RAN, is related to spelling. The study thus reveals the relevant difference between alphanumeric and non-alphanumeric RAN tasks and points toward distinct underlying cognitive mechanisms.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121167","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

Using Translanguaging as an Intervention for Caribbean Creole Children. 用译语干预加勒比海克里奥尔儿童。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-05-02 DOI: 10.1055/s-0045-1808098

Jessica Jocelyn, Sulare Telford Rose

引用次数: 0

A Discussion of the Clinical, Educational, and Social Impacts of Culturally Incongruent Speech-Language Professionals Who Serve African American English Speakers across Generations. 跨代服务非裔美国英语使用者的文化不一致言语语言专业人员的临床、教育和社会影响的讨论。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-04-29 DOI: 10.1055/s-0045-1807744

Erica V Roberson-Middleton

{"title":"A Discussion of the Clinical, Educational, and Social Impacts of Culturally Incongruent Speech-Language Professionals Who Serve African American English Speakers across Generations.","authors":"Erica V Roberson-Middleton","doi":"10.1055/s-0045-1807744","DOIUrl":"https://doi.org/10.1055/s-0045-1807744","url":null,"abstract":"It is no secret that the overwhelming majority (91%) of certified speech-language pathologists (SLPs) identify as White, while Black SLPs make up less than 4% of the American Speech-Language-Hearing Association's (ASHA) member and affiliate profile (ASHA, 2022). On the other hand, Black students are disproportionately represented in special education programs (17%; NCES, 2024) and the majority (64%) qualify for services with speech-language (or related) diagnoses as of the 2022-2023 school year (NCES, 2024). These statistics suggest that Black students will likely encounter clinicians whose racial, cultural, and linguistic backgrounds differ from their own. Undoubtedly, the data have sparked conversations in the literature regarding the importance of cultural competence, cultural humility, and cultural sensitivity among therapists who serve racially and ethnically diverse clients. For instance, the discussion of SLPs' roles in addressing educational disparities for under-represented populations requires a level of self-awareness and cultural sensitivity that not every practitioner claims to possess. Further discussion regarding the pursuit of cultural competence is needed to contribute to a deeper understanding of clinical outcomes associated with cultural incongruence in SLPs.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144003942","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

Beyond Test Scores: Using Drawings and Language Samples to Characterize Multilingual Children's Language Profiles. 超越考试成绩：使用图画和语言样本来描述多语言儿童的语言概况。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-03-07 DOI: 10.1055/s-0044-1801814

Nicole B M Bazzocchi, Leslie E Kokotek, Kathryn Crowe, Karla N Washington

{"title":"Beyond Test Scores: Using Drawings and Language Samples to Characterize Multilingual Children's Language Profiles.","authors":"Nicole B M Bazzocchi, Leslie E Kokotek, Kathryn Crowe, Karla N Washington","doi":"10.1055/s-0044-1801814","DOIUrl":"https://doi.org/10.1055/s-0044-1801814","url":null,"abstract":"The United Nations Conventions on the Rights of the Child highlight the importance of children being involved in matters that concern them. Examining children's drawings can support speech-language pathologists' understanding of children's unique communication experiences, especially when considered alongside a language sample analysis (LSA). This study investigated drawings as a tool for use with multilingual children. The participants were 19 children aged 3 to 5 years who used Jamaican Creole and Jamaican English with either typical development (TD, n = 10) or developmental language disorder (DLD, n = 9). Children drew themselves talking, completed the Speech Activity and Participation Assessment of Children (SPAA-C), and provided language samples in both language contexts. Drawings were examined for themes and focal points, the SPAA-C was coded for emotion types, and language samples were analyzed using LSA measures (e.g., mean length of utterance, Index of Productive Syntax). The TD group represented themes more often within their drawings compared to the DLD group. Responses on the SPAA-C were generally positive for both groups. The TD group achieved higher scores across almost all LSA measures compared to the DLD group. The findings suggest that drawings, in concert with LSAs, may be a useful tool in understanding multilingual children's unique communication experiences.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587737","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

Validation of Malayalam Translation of the Sydney Swallow Questionnaire (MSSQ): A Prospective Cross-Sectional Study. 悉尼燕子问卷（MSSQ）马拉雅拉姆语翻译的验证：一项前瞻性横断面研究。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-02-20 DOI: 10.1055/s-0045-1802958

Srirangam Vijayakumar Narasimhan, Daya R Nair

{"title":"Validation of Malayalam Translation of the Sydney Swallow Questionnaire (MSSQ): A Prospective Cross-Sectional Study.","authors":"Srirangam Vijayakumar Narasimhan, Daya R Nair","doi":"10.1055/s-0045-1802958","DOIUrl":"https://doi.org/10.1055/s-0045-1802958","url":null,"abstract":"The study aimed to cross-linguistically adapt the Sydney Swallow Questionnaire in Malayalam (MSSQ) and to determine its psychometric properties. The objectives of our study were to document the test-retest reliability, internal consistency, and discriminant validity of MSSQ. The SSQ was translated from English to Malayalam, and was administered to 55 Malayalam-speaking participants with oropharyngeal dysphagia and 55 age- and gender-matched Malayalam speakers with normal swallowing ability. The Kolmogorov-Smirnov normality test was performed to check the normality of the data. Cronbach's alpha was used to measure the test-retest reliability. Internal consistency was measured through split-half reliability using the Spearman-Brown correlation coefficient. The discriminant validity was documented using the Mann-Whitney U-test. The Cronbach's alpha value for the total MSSQ scores was 0.99, indicating a strong positive correlation between the test and retest scores. The Spearman-Brown correlation coefficient was 0.97, indicating that the MSSQ had excellent internal consistency. Mann-Whitney U-test revealed that Group 1 participants had significantly higher MSSQ scores than Group 2 participants, exhibiting excellent discriminant validity. It was concluded that the MSSQ was a valid and reliable tool to assess the symptoms of dysphagia among Malayalam speakers.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469394","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

Assessing Phonatory Efficiency in Kosovar Pre-primary and Primary School Teachers: Gender and Lifestyle Factors. 评估科索沃学前和小学教师的发音效率：性别和生活方式因素。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-02-06 DOI: 10.1055/s-0044-1801361

Erza Preteni, Muljaim Kacka, Mirsije Isufi, Jonida Shabani, Erletë Rexhepi, Mirgena Preniqi, Marigonë Hyseni, Melinda Xhemajli

{"title":"Assessing Phonatory Efficiency in Kosovar Pre-primary and Primary School Teachers: Gender and Lifestyle Factors.","authors":"Erza Preteni, Muljaim Kacka, Mirsije Isufi, Jonida Shabani, Erletë Rexhepi, Mirgena Preniqi, Marigonë Hyseni, Melinda Xhemajli","doi":"10.1055/s-0044-1801361","DOIUrl":"https://doi.org/10.1055/s-0044-1801361","url":null,"abstract":"Pre-primary and primary school teachers rely heavily on their voices for communication. This study investigates phonatory efficiency differences among these teachers in Kosovo, focusing on gender-based differences and the impact of lifestyle behaviors. We recruited 100 teachers from pre-primary and primary levels in four municipalities. Data collection included maximum phonation measurements for the phonemes /a/, /s/, and /z/; the s/z ratio; sociodemographic data; and a self-reported questionnaire on lifestyle behaviors. Significant differences in phonatory efficiency were found, with pre-primary teachers showing reduced efficiency. Surprisingly, the mean s/z ratio was higher for primary teachers, though the results were not significant. Among primary teachers, females exhibited lower vocal efficiency than males. Correlation analysis revealed significant associations between maximum phonation time and lifestyle behaviors, including age, smoking, and loud cheering. Multiple regression analysis indicated that smoking and age significantly affected vocal efficiency. Gender also contributed to variance in vocal function, with females generally showing lower efficiency. Alcohol consumption had a marginally negative effect on vocal efficiency. This study provides insights into phonation differences among educators, marking a pioneering effort in the Southeast Balkan region, and underscores the need for policies and interventions to enhance vocal well-being.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366394","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

Creole Languages and American Englishes: Multilingualism and Pediatric Speech-Language Pathology. 克里奥尔语和美国英语：多语言和儿童语言病理学。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-02-05 DOI: 10.1055/s-0044-1801362

Karla N Washington

{"title":"Creole Languages and American Englishes: Multilingualism and Pediatric Speech-Language Pathology.","authors":"Karla N Washington","doi":"10.1055/s-0044-1801362","DOIUrl":"https://doi.org/10.1055/s-0044-1801362","url":null,"abstract":"Multilingualism is the norm, not the exception, with most children speaking more than one language daily. These factors have motivated an increased need to better understand language use in the growing population of children whose cultural and linguistic background evidence language variation by way of Creole languages and dialects of American Englishes. Within speech-language pathology in the United States, however, a cultural and linguistic mismatch exists with only 8% of speech-language pathologists self-identifying as multilingual service providers. A variety of publications have documented speech-language development and disorders in speakers of majority language pairings (such as Spanish-English) to address this mismatch and the potential for misdiagnosis of speech-language function. However, there is a shortage of information on speakers of minority language pairings (such as a Creole language and its lexifier) for supporting culturally responsive practices in speech-language pathology. This clinical seminar considers multilingualism for speech-language pathology with the goal of offering a historical context. In so doing, this clinical seminar aims to address the need for distinguishing between dialect and disorder, and offer practical considerations that reduce the risk of misdiagnosis in children who speak minority languages such as Creoles (e.g., Gullah/Geechee, Jamaican Creole) and dialects of American Englishes (e.g., African American English), as examples in the context of the United States.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256975","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

Examining an Explicit Phonological Awareness Intervention: The Impact on First Sound Fluency in Young Children. 研究显性语音意识干预：对幼儿首音流利性的影响。

IF 1 4区医学

Seminars in Speech and Language Pub Date : 2025-01-01 Epub Date: 2024-11-11 DOI: 10.1055/s-0044-1793856

Mary Walsh, Kelly Farquharson, Linda Lombardino

{"title":"Examining an Explicit Phonological Awareness Intervention: The Impact on First Sound Fluency in Young Children.","authors":"Mary Walsh, Kelly Farquharson, Linda Lombardino","doi":"10.1055/s-0044-1793856","DOIUrl":"10.1055/s-0044-1793856","url":null,"abstract":"The authors evaluated the ability of typically developing preschool children to acquire the phonemic awareness skill of first sound fluency (FSF) when trained through an explicit modeling treatment paradigm. Three preschool children participated in a single-case A-B-A research design in which the independent variable was shared book reading between professional and child with embedded modeling of first sounds in words and the dependent variable was the participants' ability to produce first sounds in words in response to the professional's auditory probes. A baseline phase included sessions without intervention. An intervention phase followed with sessions of explicit modeling of first sounds with hierarchal cueing and a follow-up phase. All three participants demonstrated immediate behavior change in an accelerating trend direction for FSF performance which was achieved after five sessions. However, the children's accuracy in producing first sounds in words was not maintained at levels expected for any of the participants. Suggestions are provided for how this strategy can be used and adapted by clinicians and educators to prepare preschool children for phonologically based emergent literacy skills needed to succeed in kindergarten.","PeriodicalId":48772,"journal":{"name":"Seminars in Speech and Language","volume":" ","pages":"35-50"},"PeriodicalIF":1.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630514","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