Journal of Communication Disorders最新文献

{"title":"Correspondence between consonant inventories obtained using modified naturalistic listening in real time (NLRT) and parent report","authors":"Mary A. Hardin-Jones ,&nbsp;Ann E. Dahill ,&nbsp;Libby Heimbaugh ,&nbsp;Adriane Baylis ,&nbsp;Caitlin Cummings ,&nbsp;Kathy L. Chapman ,&nbsp;On behalf of the Cleft Outcomes Research NETwork (CORNET) Consortium","doi":"10.1016/j.jcomdis.2024.106417","DOIUrl":"10.1016/j.jcomdis.2024.106417","url":null,"abstract":"<div><h3>Objective</h3><p>The current study examined the correspondence between consonant inventories obtained using the modified NLRT approach and parent report.</p></div><div><h3>Design</h3><p>Prospective comparative study.</p></div><div><h3>Setting</h3><p>Multisite institutional.</p></div><div><h3>Participants</h3><p>Participants included 70 children with repaired CP + L (mean age = 16 months) who were participating in the multicenter study.</p></div><div><h3>Procedures</h3><p>Parents of participants were asked to record approximately two hours of their child's vocalizations/words at home using a Language ENvironmental Analysis (LENA^TM) recorder. Four ten-minute audio-recorded samples of vocalizations were extracted from the original recording for each participant and analyzed for size of consonant inventory. Parent reported consonant inventory was compared to coder identified consonant inventory. Coders identified an in-inventory consonant using two different criteria: 2+ tokens of each consonant were required in the first analysis and 10+ tokens of each consonant were required in the second analysis.</p></div><div><h3>Results</h3><p>Coder identified consonant inventory was larger (mean = 7.90) than that reported by parents (mean = 6.06) when a minimum of two tokens per consonant was required for inclusion of a consonant in inventory, while the inventory transcribed by coders was smaller (mean = 4.46) than that reported by parents when inclusion criteria required a minimum of ten tokens per consonant.</p></div><div><h3>Conclusions</h3><p>Although the mean number of consonants in inventory between coders and parents was slightly closer using the 10+ versus 2+ criterion for consonant inclusion, the difference was not significant enough to recommend one protocol over the other.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"108 ","pages":"Article 106417"},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950131","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":"Patterns of performance on the animal fluency task in logopenic variant of primary progressive aphasia: A reflection of phonological and semantic skills","authors":"Fatima Jebahi ,&nbsp;Katlyn V. Nickels ,&nbsp;Aneta Kielar","doi":"10.1016/j.jcomdis.2024.106405","DOIUrl":"10.1016/j.jcomdis.2024.106405","url":null,"abstract":"<div><h3>Purpose</h3><p>This study aimed to characterize the quantitative (total number of correct words generated) and qualitative (psycholinguistic properties of correct words generated) performance patterns on the animal fluency task in individuals with the logopenic variant of primary progressive aphasia and to investigate the influence of phonological and semantic abilities to these patterns.</p></div><div><h3>Methods</h3><p>Fifteen participants with lvPPA and twenty neurotypical adults completed the animal fluency task and an assessment battery to characterize their phonological and semantic abilities. We recorded the total number of correct words produced and their psycholinguistic properties. Group differences were analyzed using independent samples <em>t</em>-tests and analysis of covariance. Stepwise and multiple linear regression analyses were implemented to investigate the contribution of psycholinguistic properties on word generation as well as the role of phonological and semantic abilities on performance. We also investigated the mediating role of phonological and semantic abilities on the relationship between relevant psycholinguistic properties and word generation output.</p></div><div><h3>Results</h3><p>Compared to neurotypical controls, participants with lvPPA produced fewer correct responses and more words with lower age of acquisition. The total number of correct words generated was predicted by the age of word acquisition, such that individuals who generated more responses, produced words acquired later in life. Phonology and semantics influenced the number of correct words generated and their frequency, age of acquisition, and semantic neighborhood density. Familiarity and arousal were driven by semantic abilities. Phonological abilities partially mediated the relationship between age of acquisition and word generation output.</p></div><div><h3>Conclusions</h3><p>This study provides valuable insights into the performance patterns of the animal fluency task in lvPPA. Individuals with lvPPA with more intact phonological and semantic abilities generated greater number of words with more complex psycholinguistic properties. Our findings contribute to the understanding of language processes underlying word retrieval in lvPPA.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"108 ","pages":"Article 106405"},"PeriodicalIF":1.7,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515685","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":"Children's communication repair strategies: Online versus face-to-face interaction","authors":"Haeun Chung,&nbsp;Kyungrang Baik,&nbsp;Jihye Cheon,&nbsp;Young Tae Kim,&nbsp;Dongsun Yim","doi":"10.1016/j.jcomdis.2024.106406","DOIUrl":"10.1016/j.jcomdis.2024.106406","url":null,"abstract":"<div><h3>Introduction</h3><p>One's ability to repair communication breakdowns is an important and pragmatic language skill. The present study examined children's communication repair strategies between online and face-to-face interactions using a reading comprehension task designed to probe for persistent clarification requests. Methods: 4–6-year-old typically developing children (Age: <em>M</em> = 5.5years) completed a communication repair task. Online group (<em>n</em> = 17) completed the task online, face-to-face group(<em>n</em> = 22) met researchers in person. Children's responses were then categorized into verbal strategies, supplementary strategies, and nonresponses.</p></div><div><h3>Results</h3><p>Our results showed that children can effectively employ repair strategies when a communication breakdown occurs, regardless of the communication setting in response to a series of clarification requests. However, types and patterns of communication repair strategies varied between online and face-to-face interactions. Children in online interaction showed higher use of repetition and suprasegmental strategies than did their face-to-face peers. In contrast, children in face-to-face interaction demonstrated more frequent use of revision and addition. Also, we examined the relationship between repair strategy and children's language skills. The results showed that children with better language skills used more addition, which is a more complex strategy than suprasegmental and nonresponse, and tried to use repair strategies effectively in an attempt to repair their statements as clarification requests proceeded.</p></div><div><h3>Conclusion</h3><p>It is important to understand different trends of pragmatic skills of children across online and face-to-face interaction. Guidance on the effective strategy to repair communication breakdowns depending on the different contexts needs to be considered for the successful use of online learning and telepractice.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"108 ","pages":"Article 106406"},"PeriodicalIF":1.7,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515623","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":"Age of onset, motivation, and anxiety as predictors of grammar and vocabulary outcomes in English as a foreign language learners with developmental language disorder","authors":"Jasmijn Stolvoort,&nbsp;Megan Mackaaij,&nbsp;Elena Tribushinina","doi":"10.1016/j.jcomdis.2024.106407","DOIUrl":"10.1016/j.jcomdis.2024.106407","url":null,"abstract":"<div><h3>Introduction</h3><p>Like children with typical language development, their peers with developmental language disorder (DLD) are expected to learn English as a foreign language (EFL). For pupils without DLD, it is well-established that amount of informal exposure to English outside of the classroom, starting age of EFL instruction and motivation are strong positive predictors of EFL learning rate and/or achievement, whereas anxiety is negatively related to performance. This paper is the first attempt to investigate how these predictors of EFL performance operate in learners with DLD.</p></div><div><h3>Methods</h3><p>Participants were nineteen Dutch-speaking 7^th graders with DLD learning English as a school subject at a specialist education facility in the Netherlands. English receptive grammar and receptive vocabulary were measured twice, with a four-month interval. Foreign language learning motivation, anxiety and (length and amount of) informal exposure to and instruction in English were measured via questionnaires.</p></div><div><h3>Results</h3><p>The participants did not show any progress on English vocabulary and grammar. At Time 1, vocabulary and grammar scores were positively related to starting age of EFL instruction and negatively related to anxiety. For vocabulary, achievement was also positively predicted by attitudes towards English lessons. Only the relationship between starting age of instruction and vocabulary outcomes was visible at Time 2. Amount and length of informal exposure to English did not predict performance, which is in stark contrast to the patterns observed in EFL learners with typical language development.</p></div><div><h3>Conclusions</h3><p>We conclude that children with DLD benefit from a later onset of foreign language lessons, whereas length and amount of out-of-school exposure to English are less important in the context of DLD, possibly due to difficulty with implicit learning.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"108 ","pages":"Article 106407"},"PeriodicalIF":1.7,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000030/pdfft?md5=870eb855229a4647d4f1b577d7d4fe9a&pid=1-s2.0-S0021992424000030-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139557772","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":"Status of prosody in the practices of speech-language pathologists in France: A survey on theoretical and clinical dimensions","authors":"Aline Petitpain ,&nbsp;Juliette Brabant-Thery ,&nbsp;Cédric Patin ,&nbsp;Laurent Ott ,&nbsp;Anahita Basirat","doi":"10.1016/j.jcomdis.2023.106404","DOIUrl":"10.1016/j.jcomdis.2023.106404","url":null,"abstract":"<div><h3>Purpose</h3><p>Many populations in the scope of speech and language pathologists (SLPs) are at risk of prosodic disorders that can impact communicative ability. While a few studies have examined the importance of prosody in the clinical practice of English-speaking SLPs, there is a lack of similar research in non-English-speaking countries. The current study aimed to establish an overview of the situation in France and to determine factors that might be associated with assessing and treating prosody.</p></div><div><h3>Method</h3><p>We collected data about the theoretical and clinical dimensions related to prosody from SLPs in France using an online survey.</p></div><div><h3>Results</h3><p>One hundred and twenty-eight valid responses were analyzed. Results suggest that both emotional and linguistic prosodies are examined by SLPs. Some aspects of prosody seem to be mastered better than others. While they are aware of the major prosodic difficulties in various pathologies and their negative impact, most SLPs in France rarely or never assess prosody. They feel more uncomfortable with it than with other speech-language domains and often do not consider it as a therapeutic target. Importantly, the perception of prosody as a therapeutic tool is associated with the frequency of assessing and addressing prosodic impairment.</p></div><div><h3>Conclusions</h3><p>Further studies should focus on identifying the factors that could improve practices and developing comprehensive assessment tools and evidence-based intervention methods in French. Providing better training in prosody and setting up more collaborations between SLPs and researchers in linguistics and psycholinguistics would be keys in developing this field.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106404"},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992423001041/pdfft?md5=86aab46dcb529dfc8ca9e0a967207c8f&pid=1-s2.0-S0021992423001041-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139547108","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":"Study of the peripheral and central auditory pathways in patients with mucopolysaccharidosis","authors":"Flávia Teixeira Chimelo ,&nbsp;Liliane Aparecida Fagundes Silva ,&nbsp;Ivone Ferreira Neves-Lobo ,&nbsp;Chong Ae Kim ,&nbsp;Carla Gentile Matas","doi":"10.1016/j.jcomdis.2023.106402","DOIUrl":"10.1016/j.jcomdis.2023.106402","url":null,"abstract":"<div><h3>Objective</h3><p>To investigate the peripheral and central auditory pathways in mucopolysaccharidosis (MPS) individuals.</p></div><div><h3>Method</h3><p>The research sample comprised 15 individuals (one female and 14 males), aged 8 to 46 years. The following procedures were used: medical history survey, otoscopy, speech and pure-tone threshold audiometry, acoustic immittance measures, and central auditory pathway assessment with brainstem auditory evoked potentials (BAEP) and long-latency auditory evoked potentials (LLAEP).</p></div><div><h3>Results</h3><p>The pure-tone audiometry identified hearing loss in 13 individuals, and more than 90 % of the hearing loss was sensorineural. The degree of hearing loss was between mild to moderately severe with descendent configuration. Type A tympanogram predominated, and acoustic reflexes were present according to the types and degrees of hearing loss. Among the individuals with abnormal BAEP, longer wave III and V absolute latencies were the main findings. In addition, the unilateral absence of wave I was observed in two cases. In the LLAEP, longer latencies were observed in 14 individuals, and the most impaired components were the P1 and P3 in children and adolescents and the P2, N2 and P3 in adult individuals.</p></div><div><h3>Conclusion</h3><p>The peripheral auditory pathway assessment revealed a predominantly sensorineural hearing loss, affecting mainly high frequencies, and in the central pathway was observed abnormal brainstem and cortical auditory processing in individuals with MPS.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106402"},"PeriodicalIF":1.7,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992423001028/pdfft?md5=702111069c69fc09a91f292088cd7e1b&pid=1-s2.0-S0021992423001028-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575822","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":"Delay frustration in children who do and do not stutter: A preliminary study","authors":"Kurt Eggers ,&nbsp;Iris Heselmans","doi":"10.1016/j.jcomdis.2023.106403","DOIUrl":"10.1016/j.jcomdis.2023.106403","url":null,"abstract":"<div><h3>Purpose</h3><p>Frustration is an emotion often clinically reported by persons who stutter. So far, mainly questionnaire-based studies have reported findings related to increased frustration or decreased frustration tolerance. The aim of this preliminary study was to determine possible group differences between children who stutter (CWS) and children who do not stutter (CWNS) using a behavioral experimental task, as well as to evaluate possible associations with the frequency, duration, and physical concomitants of stuttering disfluencies.</p></div><div><h3>Method</h3><p>Participants were 13 CWS (mean age = 6;05 years) and 13 CWNS (mean age = 6;06 years), matched on age (±4 months) and gender. Frustration tolerance was assessed by the Delay Frustration task. This task includes normal delay, short delay, and long delay trials. Responses during long delay trials provide an indication of frustration tolerance and were recorded across time intervals during the response window.</p></div><div><h3>Results</h3><p>CWS, compared to CWNS, responded more frequently during the long delay trials, which is indicative of higher delay frustration. The variation in responding across time within intervals was similar for both groups. Decreased frustration tolerance was associated with increased duration of stuttered disfluencies and of physical concomitants.</p></div><div><h3>Conclusions</h3><p>In general, the current findings seem to provide support for earlier theoretical conceptualizations about the role of emotional reactivity in the development of stuttering.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106403"},"PeriodicalIF":1.7,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S002199242300103X/pdfft?md5=e53a17accb308c3db23491acb12df58c&pid=1-s2.0-S002199242300103X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567840","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":"A case study of bilingual neurogenic stuttering: Measures of fluency, emotion, and articulation rate","authors":"Yael Neumann","doi":"10.1016/j.jcomdis.2023.106385","DOIUrl":"10.1016/j.jcomdis.2023.106385","url":null,"abstract":"<div><h3>Introduction</h3><p>This study explores the features of bilingual neurogenic stuttering and the potential connection between emotion and articulation rate on speech disfluencies.</p></div><div><h3>Method</h3><p>The participant is  a 59-year old, Yiddish-English bilingual male with a moderate non-fluent aphasia. Thirty-two narratives (16 in each language), elicited using cue words, were analyzed for frequency of disfluency, type of disfluency (stuttering vs. non-stuttering-like), word-type (content vs. function), within-word location of disfluency, and occurrence of accessory behaviors. Additionally, the percentage and type of emotion (positive vs. negative) expressed, and articulation rate (fluent syllables spoken/duration of fluent utterances) was assessed.</p></div><div><h3>Results</h3><p>Disfluency occurred in each language with approximately equal frequency. The most common stuttering-like disfluencies were repetitions (monosyllabic, sound, and syllable) and prolongations. The most common non-stuttering-like disfluencies were self-correction/revisions, phrase and multisyllabic word repetitions, and pauses (silent and filled). In both languages, disfluencies occurred on both content and function words, but primarily content words, and in any position of the word, although primarily initial position. No accessory behaviors were noted. There was a similar amount of emotion words used in each language although the first acquired language, L1/Yiddish, had an overall more positive tone, and his second acquired language, L2/English, had a more negative tone. Additionally, there was a negative relationship between emotion and the number of disfluencies in L1/Yiddish, and a positive relationship in L2/English. A faster articulation rate was found in his native and more proficient language, Yiddish, than English. There was a negative relationship between articulation rate and the number of disfluencies in L1/Yiddish, and a positive relationship in L2/English.</p></div><div><h3>Conclusions</h3><p>Cross-linguistics differences for emotion and articulation rate demonstrates that these aspects impact on fluency and contributes to the disfluencies in each language. Clinical implications of the study demonstrates the importance of assessment of bilingual (i.e., proficiency and dominance) and fluency features of each language in the diagnostic process and the significance of considering emotional processes and articulation rate as part of a comprehensive intervention plan for acquired stuttering.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106385"},"PeriodicalIF":1.7,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992423000850/pdfft?md5=3aae8f13d0440950c3d303eca97e4bc2&pid=1-s2.0-S0021992423000850-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138552816","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":"Improving communicative access and patient experience in acute stroke care: An implementation journey","authors":"Aura Kagan ,&nbsp;Nina Simmons-Mackie ,&nbsp;Elizabeth Villar-Guerrero ,&nbsp;Melodie T. Chan ,&nbsp;Ilona Turczyn ,&nbsp;J. Charles Victor ,&nbsp;Elyse Shumway ,&nbsp;Lisa Chan ,&nbsp;Rochelle Cohen-Schneider ,&nbsp;Mark Bayley","doi":"10.1016/j.jcomdis.2023.106390","DOIUrl":"10.1016/j.jcomdis.2023.106390","url":null,"abstract":"<div><h3>Introduction</h3><p>Patient experience for people with aphasia/families in acute care is frequently reported as negative, with communication barriers contributing to adverse events and significant long-term physical and psychosocial sequelae. Although the effectiveness of providing supported communication training and resources for health care providers in the stroke system is well documented, there is less evidence of implementation strategies for sustainable system change. This paper describes an implementation process targeting two specific areas: 1) improving Stroke Team communication with patients with aphasia, and 2) helping the Stroke Team provide support to families. The project aimed for practical sustainable solutions with potential contribution toward the development of an implementation practice model adaptable for other acute stroke contexts.</p></div><div><h3>Methods</h3><p>The project was designed to create a communicatively accessible acute care hospital unit for people with aphasia. The process involved a collaboration between a Stroke Team covering two units/wards led by nurse managers (19 participants), and a community-based Aphasia Team with expertise in Supported Conversation for Adults with Aphasia (SCA™) – an evidence-based method to reduce language barriers and increase communicative access for people with aphasia. Development was loosely guided by the integrated knowledge translation (iKT) model, and information regarding the implementation process was gathered in developmental fashion over several years.</p></div><div><h3>Outcomes</h3><p>Examples of outcomes related to the two target areas include provision of accessible information about aphasia to patients as well as development of two new products – a short virtual SCA™ eLearning module relevant to acute care, and a pamphlet for families on how to keep conversation alive. Potential strategies for sustaining a focus on aphasia and communicative access emerged as part of the implementation process.</p></div><div><h3>Conclusions</h3><p>This implementation journey allowed for a deeper understanding of the competing demands of the acute care context and highlighted the need for further work on sustainability of communicative access interventions for stroke patients with aphasia and their families.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106390"},"PeriodicalIF":1.7,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992423000904/pdfft?md5=2cf0201be229ce9e787cbd6777f6f6a1&pid=1-s2.0-S0021992423000904-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135669969","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":"It's about more than just talking; Exploring computer-mediated communication in adolescents with selective mutism","authors":"Maretha V. de Jonge ,&nbsp;Nikki Nibbering ,&nbsp;Iris Brand ,&nbsp;Anja van der Voort","doi":"10.1016/j.jcomdis.2023.106389","DOIUrl":"10.1016/j.jcomdis.2023.106389","url":null,"abstract":"<div><h3>Introduction</h3><p>Selective mutism (SM) is an anxiety disorder categorized by a persistent failure to speak in specific situations. In an attempt to facilitate interaction with individuals with SM, other forms of communication (e.g. computer-mediated communication; CMC) are often tried. However, CMC is understudied in individuals with SM, while, especially since the COVID-19 pandemic, the importance of CMC for education and social purposes only increased.</p></div><div><h3>Methods</h3><p>In this study, we explored CMC in 79 adolescents with either selective mutism (<em>n</em> = 34), or typical development (<em>n</em> = 45). All participants completed a survey concerning verbal and written CMC in three contexts (friends, family, and school).</p></div><div><h3>Results</h3><p>Results showed that adolescents with SM used not only verbal but also written CMC less frequently than the comparison group across contexts. While the comparison group preferred Face-to-Face communication over CMC, adolescents with SM were divided, especially in the school context. With family and friends, the majority of the SM group preferred Face-to-Face communication, even though this provoked more feelings of tension than CMC for part of the group.</p></div><div><h3>Conclusion</h3><p>These findings support anecdotal reports that SM affects not only speech but extends to other communicative venues and includes written communication in many situations. This underlines the importance of addressing not just speaking behavior but also writing and CMC in the diagnostic evaluation and treatment plans for adolescents with SM.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"107 ","pages":"Article 106389"},"PeriodicalIF":1.7,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992423000898/pdfft?md5=8bef26f15a743862a2d9e7f635c8f16b&pid=1-s2.0-S0021992423000898-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135615315","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}