Journal of Communication Disorders最新文献

{"title":"Effects in language development of young children with language delay during early intervention","authors":"Bernadette A.M. Vermeij ,&nbsp;Carin H. Wiefferink ,&nbsp;Harry Knoors ,&nbsp;Ron H.J. Scholte","doi":"10.1016/j.jcomdis.2023.106326","DOIUrl":"10.1016/j.jcomdis.2023.106326","url":null,"abstract":"<div><h3>Introduction</h3><p>In the Netherlands, early language intervention is offered to young children with Language Delay (LD). The intervention combines groupwise language intervention, individual speech and language therapy and parent-implemented language intervention. This study tests the hypothesis that children with LD show progress in their receptive and expressive language during intervention. Differences in language progress between age groups (&lt; 36 months and ≥ 36 months at intervention start) were expected in favour of the younger group, which might be due to an earlier intervention start, a longer treatment duration or the potential presence of late talkers.</p></div><div><h3>Methods</h3><p>The study included 183 children with LD (45 children &lt; 3 years of age at intervention start; mean age 32 months, 138 children ≥ 3 years; mean age 40 months). Receptive and expressive language was assessed with norm-referenced tests at intervention start and ending using Routine Outcome Monitoring. A repeated measures MANOVA was carried out to examine language progress and to compare the age groups on receptive syntax, receptive vocabulary, expressive syntax and expressive vocabulary. The Reliable Change Index was used to study individual progress.</p></div><div><h3>Results</h3><p>On average, children in both age groups showed significant improvement in all four language domains. The younger children showed more language progress than the older children in all four domains. When examining individual progress, most of the children displayed reliable improvement for expressive vocabulary. Most children developed in the same pace as their typically developing peers for receptive syntax, receptive vocabulary, and expressive syntax.</p></div><div><h3>Conclusions</h3><p>Children stabilized or even improved language proficiency during the intervention, indicating that the language gap between these children and typically developing children did not widen further. Younger children displayed more language progress than older children in all four domains, but it is unclear what might explain this difference.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 ","pages":"Article 106326"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9620223","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":"A preliminary investigation of the mental health of parents of young children who stutter","authors":"Brenda Carey,&nbsp;Shane Erickson,&nbsp;Susan Block","doi":"10.1016/j.jcomdis.2023.106329","DOIUrl":"10.1016/j.jcomdis.2023.106329","url":null,"abstract":"<div><h3>Introduction</h3><p>While research has shown that parents of preschool-aged children who stutter (CWS) may be negatively affected by their child's stuttering, few studies have investigated their mental health. If parents of CWS have poor mental health, this may impact stuttering treatment choices, the conduct of treatment, stuttering treatment outcomes, and the development of stuttering treatments.</p></div><div><h3>Methods</h3><p>82 parents (74 mothers and 8 fathers) of preschool-aged children who stutter (aged 1–5) were recruited upon application for an assessment for their child. A survey battery extracting quantitative and qualitative information about symptoms of potential depression, anxiety, stress, and psychological distress, as well as the emotional effect of stuttering on parents was administered and the results summarized.</p></div><div><h3>Results</h3><p>Data from standardised measures revealed similar incidence as normative data for the presence of stress, anxiety or depression (1 in 6 parents) and distress (almost 1 in 5 parents). However, more than half of the participants reported experiencing a negative emotional effect due to their child's stuttering and a large proportion also reported that stuttering influenced their communication with their child.</p></div><div><h3>Conclusions</h3><p>Speech-language pathologists (SLPs) should broaden the scope of their duty of care to include the parents of CWS more fully. Parents should be provided with informational counselling or other support services that will help reduce worry and anxiety related to negative emotions.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 ","pages":"Article 106329"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9972139","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":"What helps confidence in communication - Perspectives of adults with aphasia: “Get maze…not stay out it”","authors":"Tami Howe,&nbsp;Elaina McCarron,&nbsp;Jacob Rowe","doi":"10.1016/j.jcomdis.2023.106334","DOIUrl":"10.1016/j.jcomdis.2023.106334","url":null,"abstract":"<div><h3>Introduction</h3><p>The ultimate aim of speech-language therapy for adults with aphasia is to enhance their life participation. One key factor which may influence an individual's decisions to participate in meaningful life activities is their confidence in communication. The aim of the current study was to explore what helps confidence in communication from the perspective of adults with aphasia.</p></div><div><h3>Methods</h3><p>The study, part of a larger investigation, used a qualitative descriptive research approach underpinned by an interpretivist paradigm. Fifteen adult participants who had post-stroke aphasia and lived at home or in long-term care were recruited. Due to COVID-19 restrictions, participants had to be able to complete an online qualitative interview, given conversational support. Maximum variation sampling was used to ensure diversity within the sample. The researchers conducted individual interviews over Zoom based on a topic guide exploring the person's experiences with confidence in communicating and their perceptions about what has helped their confidence in communication since the onset of aphasia. The interviews were video-recorded and transcribed verbatim. The transcripts were analyzed using qualitative content analysis.</p></div><div><h3>Results</h3><p>Categories of what helps confidence in communication included: Attitudes, Advocating for themselves, Having individualized strategies to deal with communication difficulties, Practicing communication, Other people with aphasia (PWA), Factors related to communication partners, Factors related to the communication context, and Other factors.</p></div><div><h3>Conclusions</h3><p>To enhance confidence, speech-language pathologists could help PWA to develop strategies to deal with inevitable communication breakdowns. They could also support PWA to experience communication success in everyday situations and to advocate for themselves.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 ","pages":"Article 106334"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9609171","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":"Immediate effects of a semi-occluded water-resistance ventilation mask on vocal outcomes in women with dysphonia","authors":"Imke Kissel ,&nbsp;Tine Papeleu ,&nbsp;Jolien Verbeke ,&nbsp;Kristiane Van Lierde ,&nbsp;Iris Meerschman ,&nbsp;Evelien D'haeseleer","doi":"10.1016/j.jcomdis.2023.106331","DOIUrl":"10.1016/j.jcomdis.2023.106331","url":null,"abstract":"<div><h3>Introduction</h3><p>Semi-occluded vocal tract exercises (SOVTEs) are frequently used exercises in voice therapy. An important shortcoming to most SOVTEs is the inability to include continuous speech in these exercises. A variation of water-resistance therapy (WRT), during which a patient phonates through a resonance tube ending in water, was developed to include continuous speech: the semi-occluded water resistance ventilation mask (SOVM-WR). The current study investigated the immediate effects of this innovative technique on vocal outcomes of women with dysphonia.</p></div><div><h3>Methods</h3><p>A pretest-posttest randomized controlled trial was performed. Twenty female participants were randomly assigned to the experimental SOVM-WR group or the WRT (control) group. A blinded multidimensional voice assessment was conducted before and after a 30-minute therapy session with the assigned technique.</p></div><div><h3>Results</h3><p>No significant changes were found in acoustic or auditory-perceptual vocal outcomes in either of the groups, except for a significant increase in lowest frequency in both groups. Patient-reported outcomes (PROMs) showed significant improvements of vocal comfort, vocal effort, and voice quality in both groups, and participants indicated that they would use the techniques at home.</p></div><div><h3>Conclusions</h3><p>The similar results of the SOVM-WR to WRT and promising PROMs confirm its suitability as an alternative to the latter technique. Potential reasons for a lack of improvement of objective and auditory-perceptual vocal outcomes are vocal fatigue, tube dimensions and immersion, and the small sample size. Large-scale and longitudinal research is needed to examine whether the SOVM-WR has a higher transfer to spontaneous speech than WRT after a full therapy program.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 ","pages":"Article 106331"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9620664","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":"“You got an instant conversation”: Goal progress and perceptions following an e-mentoring social media intervention for young people who use augmentative and alternative communication","authors":"Emma Grace ,&nbsp;Jessica Shipman ,&nbsp;Parimala Raghavendra ,&nbsp;Julie M. McMillan","doi":"10.1016/j.jcomdis.2023.106328","DOIUrl":"10.1016/j.jcomdis.2023.106328","url":null,"abstract":"<div><h3>Introduction</h3><p>Persons with communication disability are at increased risk of social isolation due to multiple societal barriers. Young people with communication disability are not using social media to the same extent as the general population, limiting their access to social networks. The aim of this research was to investigate an e-mentoring intervention to progress the goal attainment of online conversation for young people who use augmentative and alternative communication (AAC).</p></div><div><h3>Methods</h3><p>Using a mixed-methods design, four participants between 13 and 18 years of age who used AAC participated in a 4-month cross-age peer e-mentoring intervention. Mentoring was provided by adults who were considered cross-age peers as they also used AAC. The Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS) tools were used to measure progress in individually developed goals for online conversation. Interviews with participants, their parents, and their mentors were conducted to describe their experiences of the intervention.</p></div><div><h3>Results</h3><p>Changes in participants’ COPM ratings of performance and satisfaction with performance following intervention were statistically significant (<em>p</em> <em>=</em> <em>0.001, p</em> <em>=</em> <em>0.032 respectively</em>) and on average participant goals were attained at the expected level on the goal attainment scale (<em>T</em> = 63.97). However, goal attainment varied when considering specific goals. Variability in goal progress was described by participants alongside a range of barriers and facilitators. Mentees, their parents, and their mentors perceived that the intervention enabled goal progress and described improvements in social media use that extended beyond the targeted goals.</p></div><div><h3>Conclusions</h3><p>Outcomes from the COPM and GAS demonstrate the value of cross-age peer e-mentoring to support young people who use AAC to participate in online conversation. Benefits of the intervention were commonly perceived by mentees, their parents, and mentors to extend beyond the specific goal attainments.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 ","pages":"Article 106328"},"PeriodicalIF":1.7,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9608700","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":"Impact of self-disclosure and communication competence on perceived listener distraction.","authors":"D. Werle, C. Byrd, G. Coalson","doi":"10.2139/ssrn.4377037","DOIUrl":"https://doi.org/10.2139/ssrn.4377037","url":null,"abstract":"PURPOSE\u0000The purpose of this study was to investigate the distraction reported by unfamiliar adults when listening to a speaker who stutters, and whether listener distraction is influenced by two factors: self-disclosure and communication competence.\u0000\u0000\u0000METHOD\u0000Two hundred seventy-five adults watched a video vignette and were asked to rate their level of distraction when observing an adult Latinx male producing stuttered speech. Each participant watched one of six randomized videos of the same speaker sharing the same content systematically manipulated by (a) presence or absence of 15% stuttering, (b) presence or absence of self-disclosure, and (c) high or low communication competence.\u0000\u0000\u0000RESULTS\u0000Listener distraction was higher when rating speakers with low communication competence, regardless of whether stuttering or self-disclosure were heard. Videos wherein the speaker was fluent were rated as significantly less distracting, but only in the context of high communication competence. For videos wherein the speaker stuttered, listeners reported significantly less distraction when the speaker demonstrated high communication competence and self-disclosed.\u0000\u0000\u0000FINDINGS\u0000These findings suggest that for persons who stutter, high communication competence and disclosing that they stutter will yield maximum reduction in listener distraction.","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"103 1","pages":"106333"},"PeriodicalIF":1.7,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48534084","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":"The role of service providers’ linguistic backgrounds on assessment of multilingual children","authors":"Suma Suswaram ,&nbsp;Nancy C. Brady ,&nbsp;Matthew Gillispie","doi":"10.1016/j.jcomdis.2023.106302","DOIUrl":"10.1016/j.jcomdis.2023.106302","url":null,"abstract":"<div><h3>Introduction</h3><p>Cultural and linguistic competencies play a critical role in speech-language pathology services when working with people from diverse linguistic backgrounds with communication disorders (CD; Hopf et al., 2021). The personal experiences of speech-language pathologists (SLPs) influence their cultural and linguistic competence skills. Training programs that consider these personal factors might address the unique needs of the SLPs based on their experiences. The current research explores the connection between the linguistic backgrounds of the SLPs and the challenges and needs they reported while assessing multilingual children with CD.</p></div><div><h3>Method</h3><p>This study uses a survey method for documenting and comparing 105 SLPs with varying linguistic backgrounds - monolingual, bilingual, and multilingual - on their reported challenges and needs associated with evaluating communication abilities in children from multilingual families with CD.</p></div><div><h3>Results</h3><p>Although all the SLPs worked with children from multilingual families, their linguistic backgrounds introduced differences in their clinical assessment opinions. Across all SLPs in the study, common challenges were the limited availability of interpreters, dedicated assessment materials, multilingual clinical supervisors, and pre-professional training opportunities.</p></div><div><h3>Conclusion</h3><p>This study provides valuable information on the effects of linguistic backgrounds on the clinical opinions of SLPs and alludes to the importance of personal experiences on clinical practices. Future research that examines other personal factors and their effects on the SLPs’ clinical opinions and practices will help the development of evidence-based cultural and linguistic competence training programs.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"102 ","pages":"Article 106302"},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9232331","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":"Modifying the Communicative Participation Item Bank (CPIB) for individuals receiving gender-affirming communication care: Stakeholder feedback from cognitive interviews","authors":"Jeffrey Teixeira ,&nbsp;Jingyu Linna Jin ,&nbsp;Carolyn Baylor ,&nbsp;Michael Nuara","doi":"10.1016/j.jcomdis.2023.106312","DOIUrl":"10.1016/j.jcomdis.2023.106312","url":null,"abstract":"<div><h3>Introduction</h3><p>The Communicative Participation Item Bank (CPIB) is a person-reported outcome measure designed for adults with communication disorders. The CPIB has not been validated for use with clients seeking gender-affirming communication care. The purpose of this study was to determine modifications needed to the CPIB for it to be appropriate for transgender respondents.</p></div><div><h3>Methods</h3><p>Individual qualitative cognitive interviews were conducted with 14 transgender adults (seven assigned male at birth, six assigned female at birth, one intersex / assigned female at birth). As participants completed the CPIB, they were asked to ‘think out loud’ to share their reactions to the items, reasons for their item responses, and any recommendations for changing the CPIB. Interviews were recorded, transcribed, and analyzed to identify common and salient trends in participants’ feedback.</p></div><div><h3>Results</h3><p>The most salient change participants required was in the CPIB item stem. The original stem (“Does your condition interfere with….”) is inappropriate for transgender clients because referring to being transgender as a ‘condition’ is unacceptable. A new stem (“How difficult is it for you to ….”) was acceptable to participants. The original CPIB uses the phrase ‘family and friends’ to refer to safe and comfortable communication partners. Participants in this study reported that this does not reflect the experiences of many transgender people who are not accepted by their biological families. The recommended alternate wording is “people who know you well.” The items reflected situations that were relevant to participants, and wording was acceptable with few exceptions. Participants suggested they would have responded to the CPIB items differently earlier in their transition, with their scores improving over time.</p></div><div><h3>Conclusions</h3><p>The original CPIB questionnaire should not be used with transgender clients due to unacceptable wording. The modified items generated from this study require psychometric calibration for a new CPIB version for clients seeking gender-affirming communication care.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"102 ","pages":"Article 106312"},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9232352","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":"Communicative participation with public authorities: Experiences of people with aphasia, people who stutter, and employees of public authorities","authors":"Anja Wunderlich,&nbsp;Georg Newesely,&nbsp;Johanna Reheis","doi":"10.1016/j.jcomdis.2023.106314","DOIUrl":"10.1016/j.jcomdis.2023.106314","url":null,"abstract":"<div><h3>Introduction</h3><p>Several studies have examined the communicative participation of people with communication disorders (PWCD). Hindering and facilitating factors were analyzed in different population groups considering various private and public communication contexts. However, knowledge about (a) the experiences of persons with different communication disorders, (b) communication with public authorities, and (c) the perspective of communication partners in this area remains limited. Therefore, this study aimed to explore the communicative participation of PWCD with public authorities. We analyzed communicative experiences (hindering and facilitating factors) and suggestions for improving communicative access described by persons with aphasia (PWA) and persons who stutter (PWS) as well as by employees of public authorities (EPA).</p></div><div><h3>Methods</h3><p>In semi-structured interviews, PWA (n = 8), PWS (n = 9), and EPA (n = 11) reported specific communicative encounters with public authorities. The interviews were analyzed using qualitative content analysis, focusing on hindering/facilitating experiences and suggestions for improvement.Results: The personal experiences of the participants during authority encounters were represented by the interwoven themes of familiarity and awareness, attitudes and behavior, and support and autonomy. The perspectives of the three groups overlap in several areas; however, the results also indicate specific differences between PWA and PWS as well as between PWCD and EPA.</p></div><div><h3>Conclusion</h3><p>The results indicate a need to improve awareness/knowledge about communication disorders and communicative behavior in EPA. Moreover, PWCD should actively engage in encounters with authorities. In both groups, awareness must be raised about how each communication partner can contribute to successful communication, and avenues to achieve this goal must be demonstrated.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"102 ","pages":"Article 106314"},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9238586","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":"A profile of prosodic speech differences in individuals with autism spectrum disorder and first-degree relatives","authors":"Shivani P. Patel ,&nbsp;Emily Landau ,&nbsp;Gary E. Martin ,&nbsp;Claire Rayburn ,&nbsp;Saadia Elahi ,&nbsp;Gabrielle Fragnito ,&nbsp;Molly Losh","doi":"10.1016/j.jcomdis.2023.106313","DOIUrl":"10.1016/j.jcomdis.2023.106313","url":null,"abstract":"<div><h3>Background</h3><p>Impairments in prosody (e.g., intonation, stress) are among the most notable communication characteristics of individuals with autism spectrum disorder (ASD) and can significantly impact communicative interactions. Evidence suggests that differences in prosody may be evident among first-degree relatives of autistic individuals, indicating that genetic liability to ASD is expressed through prosodic variation, along with subclinical traits referred to as the broad autism phenotype (BAP). This study aimed to further characterize prosodic profiles associated with ASD and the BAP to better understand the clinical and etiologic significance of prosodic differences.</p></div><div><h3>Method</h3><p>Autistic individuals, their parents, and respective control groups completed the Profiling Elements of Prosody in Speech-Communication (PEPS-C), an assessment of receptive and expressive prosody. Responses to expressive subtests were further examined using acoustic analyses. Relationships between PEPS-C performance, acoustic measurements, and pragmatic language ability in conversation were assessed to understand how differences in prosody might contribute to broader ASD-related pragmatic profiles.</p></div><div><h3>Results</h3><p>In ASD, receptive prosody deficits were observed in contrastive stress. With regard to expressive prosody, both the ASD and ASD Parent groups exhibited reduced accuracy in imitation, lexical stress, and contrastive stress expression compared to respective control groups, though no acoustic differences were noted. In ASD and Control groups, lower accuracy across several PEPS-C subtests and acoustic measurements related to increased pragmatic language violations. In parents, acoustic measurements were tied to broader pragmatic language and personality traits of the BAP.</p></div><div><h3>Conclusion</h3><p>Overlapping areas of expressive prosody differences were identified in ASD and parents, providing evidence that prosody is an important language-related ability that may be impacted by genetic risk of ASD.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"102 ","pages":"Article 106313"},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/bf/40/nihms-1875721.PMC10395513.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10226046","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}