Journal of Communication Disorders最新文献

{"title":"The perceptions, attitudes and experiences of service users with telehealth speech-language pathology services","authors":"Reem S.W. Alyahya","doi":"10.1016/j.jcomdis.2025.106527","DOIUrl":"10.1016/j.jcomdis.2025.106527","url":null,"abstract":"<div><h3>Aims</h3><div>To investigate the perceptions, attitudes, and experiences of clients and caregivers towards telehealth Speech-Language Pathology (SLP) services.</div></div><div><h3>Methods</h3><div>A comprehensive questionnaire was developed and validated to investigate the perceptions, attitudes, and experiences of service users towards telehealth services. The questionnaire included questions related to telehealth experience, client's preferences, and the perceived facilitators, barriers, advantages, and disadvantages of telehealth. Phone survey was used to collect data from clients and caregivers of clients who received telehealth SLP services during and after the COVID-19 pandemic.</div></div><div><h3>Results</h3><div>A total of 293 clients and caregivers participated in this study. The findings indicated that 97.95 % of the respondents reportedly received telehealth SLP services for the first time during the COVID-19 pandemic, mainly through video-communication (51.2 %), and for different clinical services, with therapy (31.04 %) and monitoring (31.28 %) being the highest services. Of the total respondents, 54.95 % felt that telehealth appointments were similar to in-person appointments. However, 41.30 % of the respondents preferred receiving in-person appointments. Statistical analyses indicated that eight factors were perceived by service users as significant primary facilitators of telehealth (e.g., good internet connection, available resources, experience with technology), whereas only three factors were perceived as significant primary barriers (e.g., poor image/sound quality, and client's communication impairments). Furthermore, 10 factors were perceived as significant primary advantages of telehealth (e.g., reduced cost and travel time), while only one factor was identified as a significant primary disadvantage (inability to conduct a physical examination).</div></div><div><h3>Conclusions</h3><div>Service users identified numerous advantages of telehealth, including improved access to healthcare, and reduced costs, while only one disadvantage was identified (lack of physical examinations). The perceived facilitators and barriers of telehealth by service users can be classified into technology-related factors (e.g., comfort with technology, internet connection) and client-related factors (e.g., client's cognitive and sensory abilities). These technology and client-related factors should be considered by policy makers and funding bodies while planning the establishment or expansion of telehealth services.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106527"},"PeriodicalIF":1.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791992","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}

{"title":"Evaluation of reliability and validity of the Boston diagnostic aphasia examination (BDAE-2) in a Serbian population","authors":"Mile Vuković ,&nbsp;Lana Jerkić Rajić ,&nbsp;Tanja Milovanović ,&nbsp;Natalie F. Douglas","doi":"10.1016/j.jcomdis.2025.106526","DOIUrl":"10.1016/j.jcomdis.2025.106526","url":null,"abstract":"<div><div>The Boston Diagnostic Aphasia Examination (BDAE) has been extensively utilized in Serbia; however, data on its psychometric properties within this context are limited. This study aimed to evaluate the reliability and validity of the BDAE-2 in Serbian-speaking individuals with aphasia. The sample comprised 119 participants with stroke-induced aphasia and 51 neurologically healthy speakers. A Serbian translation of the second edition of the BDAE was administered to all participants. Findings indicated that the Serbian version of the BDAE-2 exhibited strong internal consistency, high inter-rater reliability, satisfactory construct validity, and robust discriminative capacity for differentiating individuals with aphasia from neurotypical speakers. Furthermore, specific subtests effectively distinguished between various aphasia types and demonstrated sensitivity to aphasia severity levels. Sociodemographic factors (gender, education, age) significantly influenced assessments of certain language abilities. In conclusion, the BDAE-2 was found to be a reliable diagnostic tool for assessing aphasia in Serbian speakers, showcasing favorable psychometric properties.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106526"},"PeriodicalIF":1.8,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739999","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}

{"title":"Early language outcomes of children born with unilateral aural atresia","authors":"Anna Persson ,&nbsp;Peter Carew ,&nbsp;Traci Flynn","doi":"10.1016/j.jcomdis.2025.106523","DOIUrl":"10.1016/j.jcomdis.2025.106523","url":null,"abstract":"<div><h3>Objective</h3><div>Aural atresia is a congenital malformation involving the ear canal. There is limited investigation into the impact of aural atresia and the associated hearing loss on language in the early years of development.</div></div><div><h3>Methods</h3><div>Eight children with unilateral aural atresia were followed longitudinally at 30- and 60-days post hearing device fitting, 12 months, 18 months, 24 months, 30 months, and 36 months of age. Expressive language, auditory development, functional auditory performance, and hearing device use were measured.</div></div><div><h3>Results</h3><div>Two children were delayed in expressive language at 24 months of age. Children's auditory development and functional auditory performance were in the average or above average range. Children wore their hearing devices for an average of 1–2 hours per day.</div></div><div><h3>Conclusion</h3><div>Thirty-three percent of children (<em>n</em> = 2) were performing below the language levels expected for peers without hearing loss. Children's auditory development and functional auditory performance are comparable to children with typical hearing despite their low hearing device use. These results should be interpreted with caution due to the small number of children participating in the study.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106523"},"PeriodicalIF":1.8,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715964","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}

{"title":"Prosody and gestures help pragmatic processing in children with Developmental Language Disorder","authors":"Albert Giberga ,&nbsp;Ernesto Guerra ,&nbsp;Nadia Ahufinger ,&nbsp;Alfonso Igualada ,&nbsp;Mari Aguilera ,&nbsp;Núria Esteve-Gibert","doi":"10.1016/j.jcomdis.2025.106525","DOIUrl":"10.1016/j.jcomdis.2025.106525","url":null,"abstract":"<div><div>The combination of linguistic prosody and bodily signals help typically developing children (TD) in accessing pragmatic meanings. We investigated the benefits of prosodic and gestural cues for processing pragmatic meanings in children with Developmental Language Disorder (DLD), having difficulties with structural language and pragmatics. 34 children with DLD and 45 TD controls, aged 5 to 10, participated in two visual-world eye-tracking tasks on pragmatic meanings that varied in complexity and develop in different stages: interrogative meaning (Exp. 1, less complex, developing earlier) and indirect requests (Exp. 2, more complex, developing later). In both experiments we manipulated the cues highlighting the intended meaning (prosodically-enhanced, multimodally-enhanced, and no-enhancement). The results showed that all children benefited from prosodic- and multimodal-enhancement to comprehend less complex meanings developing earlier, that younger children with DLD were less accurate even if such cues were present, and that the multimodal-enhancement was especially helpful for children with DLD when processing more complex meanings at an older age. Eye gaze data in both experiments revealed that, compared to TD children, children with DLD showed less clear preference to look at the Target image after the unfolding of bodily and prosodic cues, but that multimodal cues did reduce the children's bias to look at the literal interpretation of indirect requests. Our results highlight the importance of prosodic and bodily cues for the processing of pragmatic meanings that vary in complexity, especially when linguistic abilities are impaired, and have important implications on the communicative strategies that professionals use with children with DLD.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106525"},"PeriodicalIF":1.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683613","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}

{"title":"Reliability and validity of the Turkish version of the test of childhood stuttering (TOCS)","authors":"Ayşe İlayda Mutlu ,&nbsp;Ayşen Köse ,&nbsp;Şadiye Bacık Tırank","doi":"10.1016/j.jcomdis.2025.106524","DOIUrl":"10.1016/j.jcomdis.2025.106524","url":null,"abstract":"<div><h3>Propose</h3><div>This study aimed to evaluate the reliability and validity of the Turkish version of the Test of Childhood Stuttering (TOCS).</div></div><div><h3>Methods &amp; Procedure</h3><div>The TOCS was translated into Turkish, then back into English by a linguist, and reviewed by an evaluation committee. The translated version was administered to 50 children who stutter (CWS) and 50 who do not (CWNS). After 7–10 days, 12 randomly selected children were re-evaluated. Reliability was assessed using Cronbach's alpha, test-retest methods, and inter-rater reliability. Content validity was confirmed through a pilot study and expert feedback. Construct validity was examined by analyzing test performance, comparing scores between CWS and CWNS, correlating modality test scores, and performing factor analysis. Criterion validity was assessed by correlating TOCS-TR scores with the Stuttering Severity Instrument-4 Turkish Version (SSI-4-TR).</div></div><div><h3>Results</h3><div>Internal consistency was high, with Cronbach's alpha at .89. The test-retest correlation coefficient for Speech Fluency Measure subtest were .95, the Speech Fluency Rating Scale subtest was .91, and the Disfluency-Related Consequences Rating Scale Index was .91. Inter-rater reliability showed excellent agreement. Content validity was culturally appropriate. Construct validity indicated an 82% positive predictive value, 100% sensitivity, and 78% specificity for the Speech Fluency Rating Scale and Disfluency-Related Consequences Rating Scale. Criterion validity showed 80% agreement with SSI-4-TR.</div></div><div><h3>Conclusions &amp; Implications</h3><div>The TOCS-TR demonstrated strong reliability and validity, making it a valuable tool for assessing stuttering severity in children and distinguishing between CWS and CWNS</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106524"},"PeriodicalIF":1.8,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726048","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}

{"title":"“It's not that bad but it's not so fun either”- A qualitative study on school-aged children's perceptions of speech and language therapy for developmental language disorders","authors":"Yoni Van Poucke,&nbsp;Kristiane Van Lierde,&nbsp;Cassandra Alighieri","doi":"10.1016/j.jcomdis.2025.106512","DOIUrl":"10.1016/j.jcomdis.2025.106512","url":null,"abstract":"<div><h3>Introduction</h3><div>Different studies have explored the experiences and perspectives of parents on developmental language disorders (DLD). Recently, different authors also called for more research hearing the children's voices. Unfortunately, this topic is under-researched. Therefore, this study investigated how school-aged Flemish children with DLD experience speech and language therapy for DLD.</div></div><div><h3>Methods</h3><div>Seven Flemish children with DLD, aged between 6 and 12 years, were included in this study. Child-friendly semi-structured interviews were conducted to investigate their perceptions of speech and language therapy. Data derived from these interviews were analysed using an descriptive thematic content analysis. Trustworthiness of the data was achieved by applying researcher triangulation and use of narrative autobiographies.</div></div><div><h3>Results</h3><div>During the analyses, six major teams were identified: (1) mixed emotions towards therapy, (2) challenges and difficulties in therapy, (3) impact of therapy context and timing, (4) social reactions and peer awareness, (5) engagement through play, and (6) learning and therapy goals. Each theme was divided into different subthemes. The theme ‘mixed emotions towards therapy’ was divided into the subthemes positive feelings, mixed feelings, and shame and embarrassment. Confronting difficulties and task focus were the subthemes of the major theme ‘challenges and difficulties in therapy’. The theme ‘impact of therapy context and timing’ consisted of two subthemes, namely after-school therapy and in-school therapy. Reactions from peers was the subtheme of ‘social reactions and peer awareness’. Engagement through play was divided into enjoyment of games and rewards. And the theme ‘learning and therapy goals’ was divided into the subthemes value of learning and collaboration with teachers.</div></div><div><h3>Conclusion</h3><div>While most children had positive attitudes on speech hand language therapy, some reported embarrassment or discomfort. The timing of therapy sessions, whether during or outside school hours, influenced engagement, as did the use of games and rewards. Children generally valued a playful approach, though variety in activities was important. Understanding the goals and benefits of speech and language therapy also increased intrinsic motivation for some children. SLTs should consider these factors and minimize biases to improve therapy outcomes. Future research should explore ways to better align therapy with children's preferences and developmental needs.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106512"},"PeriodicalIF":1.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600956","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}

{"title":"Pausing patterns in English school-age children with a history of late talking: Frequent pauses and prolonged response delays","authors":"Yanting Sun ,&nbsp;Hongwei Ding","doi":"10.1016/j.jcomdis.2025.106514","DOIUrl":"10.1016/j.jcomdis.2025.106514","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explored silent pause patterns, their interaction with filled pauses, and response delays in five-year-old children who were previously identified as late talkers in their conversations with adults.</div></div><div><h3>Methods</h3><div>We analyzed 73 child-adult conversations (36 with a late-talking history, 37 typically developing) from the CHILDES Clinical English Ellis Weismer Corpus at age five across three temporal stages. Using <em>Praat</em>, we identified and classified silent pauses (&gt; 250 ms) by duration and position and annotated them across three tiers: silent pause categories, pauses near filled pauses, and response delays. We employed mixed-effects models to examine group and gender differences in pause duration, frequency, and position, alongside their relationship with filled pauses, and response delays across conversational stages.</div></div><div><h3>Results</h3><div>Duration-based analyses revealed children with a history of late talking produced longer and more frequent silent pauses than typically developing children, particularly at 500–1000 ms, with males showing fewer short pauses. Position-based analyses showed children with a history of late talking exhibited more utterance-onset and within-phrase pauses, whilst males demonstrated shorter utterance onset pauses. Whilst typically developing children demonstrated decreased pausing across conversational stages, children with a late-talking history maintained consistent patterns. Both groups preferred ‘um’ over ‘uh’, though children with a late-talking history showed greater reliance on ‘um’-silent pause combinations. Response delay analyses indicated these children had longer delays.</div></div><div><h3>Conclusions</h3><div>School-age children with a history of late talking demonstrate persistent differences in pausing patterns, highlighting the need for extended support. These findings inform the development of targeted interventions considering conversational timing in clinical practice.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106514"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579218","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}

{"title":"Using a scoring template to identify intervention goals for adolescent social communication interventions","authors":"Gerard H. Poll ,&nbsp;William J. Boone ,&nbsp;Janis Petru","doi":"10.1016/j.jcomdis.2025.106513","DOIUrl":"10.1016/j.jcomdis.2025.106513","url":null,"abstract":"<div><h3>Background</h3><div>Social communication is a critical skill for adolescents at risk for communication disorders as they transition from compulsory education to adult contexts. Identifying intervention goals that are well tailored to the individual requires information from assessments that 1) describe the examinee's present level of social communication ability and 2) identify skills that are just beyond the examinee's current ability level that may challenge the examinee.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to evaluate the psychometric properties of a new assessment of social communication for adolescents, and to explore whether a Rasch keyform – a scoring template that links an examinee's overall ability to their scores on individual instrument items–provides an interpretable assessment output for intervention goal selection.</div></div><div><h3>Method</h3><div>The new Transition Pragmatics Interview (TPI; Poll et al., 2024) was administered to 109 adolescents (14 to 21 years) of varied social communication abilities. Data were analyzed using Rasch analysis to evaluate the psychometrics of the TPI. Keyform displays for employment-related TPI items were generated for three participants at different levels of ability.</div></div><div><h3>Results</h3><div>Analyses supported the TPI as a unidimensional and reliable scale. Keyform displays facilitated the identification of transition zones for each of the three exemplar respondents. Transition zones are item sets at difficulty levels associated with emerging participant abilities.</div></div><div><h3>Conclusions</h3><div>TPI keyforms detailed the present level of participant ability and identified items which would be the next most challenging. Data from three exemplar respondents were reviewed in order to show how keyforms could provide information to identify appropriate social communication intervention goals when combined with the examinee's career goals, academic standards, and industry standards for social communication.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106513"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562091","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}

{"title":"Vocabulary and reading skills in adults with Prader-Willi syndrome","authors":"Christelle Robert ,&nbsp;Séverine Estival ,&nbsp;Virginie Postal ,&nbsp;Virginie Laurier ,&nbsp;Fabien Mourre ,&nbsp;Julie Tricot ,&nbsp;Stéphanie Mathey","doi":"10.1016/j.jcomdis.2025.106508","DOIUrl":"10.1016/j.jcomdis.2025.106508","url":null,"abstract":"<div><h3>Introduction</h3><div>Prader-Willi syndrome (PWS) is a rare genetic condition associated with global intellectual impairment. While research has evidenced speech problems, little is known about reading, which is a critical language ability involved in communication. The aim of the present study was to investigate vocabulary and reading skills in adults with PWS.</div></div><div><h3>Method</h3><div>A total of 56 individuals (35 females, mean age = 33.64 years, range = 19–57 years) with PWS participated. Standardized paper and pencil tests were used to examine the level of vocabulary (LexTale-FR test) and reading performance (Alouette-R test). Two computerized tasks were also administered to assess the efficiency of lexical and phonological processes in reading (lexical and phonological decision tasks, taken from the ECCLA software). Performance was analyzed and compared with available norms on neurotypical adults and/or children.</div></div><div><h3>Results</h3><div>The results showed that adults with PWS had a low level of vocabulary (i.e., three to five standard deviations difference compared to neurotypical adults), poor reading skills (i.e., equivalent to the level of nine-year-olds), and less efficient lexical and non-lexical phonological processes.</div></div><div><h3>Conclusion</h3><div>The present data suggest a global impairment in vocabulary and reading skills in adults with PWS. These findings might help clinicians to better understand the language abilities of these patients.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"114 ","pages":"Article 106508"},"PeriodicalIF":1.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143547135","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}

{"title":"Psychometric properties of the Intelligibility in Context Scale in monolingual Spanish-speaking children with and without speech sound disorders from Peru","authors":"Chelsea L. Sommer ,&nbsp;Caitlin A. Cummings ,&nbsp;Evelyn Cáceres-Nano ,&nbsp;Carolina Romero-Narváez ,&nbsp;Sarah Hatch Pollard","doi":"10.1016/j.jcomdis.2025.106511","DOIUrl":"10.1016/j.jcomdis.2025.106511","url":null,"abstract":"<div><h3>Purpose</h3><div>This study explored the construct validity, internal consistency, and criterion validity of The Intelligibility in Context Scale: Spanish (ICS-S) with monolingual Spanish-speakers from Peru.</div></div><div><h3>Method</h3><div>Participants included 40 Spanish-speaking children (3 years and 3 months to 10 years and 11 months of age), <em>n</em> = 21 with typical speech, and <em>n</em> = 19 with speech sound disorders (SSD). Caregivers completed the ICS-S and children completed a single word articulation test; percent of consonants correct (PCC) were calculated. To evaluate construct validity, correlations were run between the ICS-S mean and the 7 ICS items; mean ICS-S scores in those with and without an SSD were compared using the Wilcoxon rank-sum test. Additionally, correlations were conducted between PCC and ICS-S mean scores to assess criterion validity and Chronbach's alpha was used to assess internal consistency. Because eight participants were rated as having both an SSD and severe hypernasality (defined as EAI=4), we ran sensitivity analyses with these participants excluded.</div></div><div><h3>Results</h3><div>The mean ICS-S score for the children with SSD was 3.5 and for the children with typical speech was 4.4. Correlations between item and total mean on the ICS-S were significant (<em>p</em> = 0.000 - 0.004) in all but one case (parent's rating with the ICS-S mean score for the children with typical speech and those without CP; <em>p</em> = 0.203 &amp; 0.131). Mean ICS-S scores were significantly lower in those with SSDs (<em>p</em> &lt; 0.001). Criterion validity between PCC and the ICS-S mean score was <em>r</em> = 0.564, CI= 0.307 - 0.745 <em>p</em> &lt; 0.001 and internal consistency between all the test items on the ICS-S was α = 0.913. Most results (except one) remained consistent when the eight with SSD and severe hypernasality were excluded.</div></div><div><h3>Conclusions</h3><div>The ICS-S demonstrated construct and criterion validity as well as internal consistency for a cohort of monolingual Spanish children with and without SSD. These findings support the use of the ICS-S for screening for speech sound disorders (SSDs) in Spanish-speaking children.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"115 ","pages":"Article 106511"},"PeriodicalIF":1.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579219","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}