Journal of Communication Disorders最新文献

{"title":"Differences in the type of vocabulary understood by deaf and hearing students: Results to guide interventions","authors":"Antonia González-Cuenca,&nbsp;Marina González-Jerez,&nbsp;María José Linero,&nbsp;Rocío Lavigne","doi":"10.1016/j.jcomdis.2024.106458","DOIUrl":"10.1016/j.jcomdis.2024.106458","url":null,"abstract":"<div><h3>Introduction</h3><p>Vocabulary knowledge is an essential element in language development. There is evidence of significant differences in vocabulary knowledge between deaf children and hearing peers of the same age. These differences put deaf students at a disadvantage when compared to their hearing counterparts. The aim of this study was to investigate whether certain types of words characterise the lexical difficulties of deaf students. Our starting point is that this knowledge is needed to design interventions that are adapted to the particular needs of these students for their lexical development.</p></div><div><h3>Methods</h3><p>We evaluated the lexical comprehension of 90 Spanish students. The sample comprised 45 hearing students and 45 students with severe or profound hearing loss. Both groups were attending the later years of primary school (8 to –12-year-olds). They were tested using the Spanish Peabody Picture Vocabulary Test-III. The performance of both groups was statistically compared using percentiles and standard scores as well as a selected set of words from the test.</p></div><div><h3>Results</h3><p>No significant differences between hearing and deaf groups were found by age, sex, and sociocultural level. Significant differences were found between groups in their percentile and standard scores. There were no significant differences in performance between the two groups on only five of the 25 words with the highest error rate in the deaf group. The qualitative analysis of the remaining 20 words that were especially challenging for deaf students reveals results of interest which could help guide interventions.</p></div><div><h3>Conclusions</h3><p>The results indicate the need for lexical intervention for deaf students in the final years of primary school. The specialised support service for deaf learners should approach the intervention by targeting a specific type of vocabulary, making the semantic relationships between these words more transparent and promoting a deeper understanding of them.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106458"},"PeriodicalIF":1.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089053","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":"Perceptions of and beliefs about stuttering in the Hispanic/Latino community","authors":"Angela M. Medina ,&nbsp;Jean S. Mead ,&nbsp;Stefanie Moore","doi":"10.1016/j.jcomdis.2024.106456","DOIUrl":"10.1016/j.jcomdis.2024.106456","url":null,"abstract":"<div><h3>Purpose</h3><p>The aim of this exploratory study was to investigate perceptions of people who stutter and beliefs about the causes and cures of stuttering within the Hispanic/Latino community.</p></div><div><h3>Methods</h3><p>Respondents who were 18 or older and of Hispanic/Latino origin were invited to respond to a 24-question online survey. Questions involved exploring familiarity with and beliefs regarding etiologies, treatment approaches, treatment providers, stereotypes, and perceptions of people who stutter. Data from 151 respondents were analyzed using descriptive statistics.</p></div><div><h3>Results</h3><p>Results revealed that the most commonly held beliefs regarding the causes of stuttering were being “born with it”, an “emotional disturbance or trauma”, a “brain disorder”, and/ or a “sensory impairment”. The most frequently cited beliefs regarding treating stuttering were “therapy”, “rehabilitation”, and “tell them to slow down”. Over 75 % of respondents believed that “speech therapists” can cure or treat stuttering. Respondents' perceptions of people who stutter are that they are generally “nervous” and “shy”.</p></div><div><h3>Conclusions</h3><p>Common beliefs and perceptions relative to stuttering were identified in the Hispanic/Latino community. The beliefs one holds about the cause of stuttering as well as their negative perceptions of stutterers may contribute to the continued stigmatization of people who stutter. Implications are discussed regarding the need for culturally appropriate education for individuals who stutter, their families, and the general public.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106456"},"PeriodicalIF":1.8,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998415","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":"Narrative reconstruction in deaf and hearing children: A comparative study in the context of Arabic diglossia","authors":"Dr. Hashemiah Almusawi,&nbsp;Dr. Bader Alqallaf,&nbsp;Dr. Amnah Hafsyan","doi":"10.1016/j.jcomdis.2024.106454","DOIUrl":"10.1016/j.jcomdis.2024.106454","url":null,"abstract":"<div><p>This study explores the narrative skills of deaf and hearing children within the context of Arabic diglossia, a linguistic environment characterised by significant differences between spoken dialects and formal written language. Using Stein and Glenn's (1979) and Bruner's (1991) frameworks, the research analyses the narrative constructions of 13 hearing and 13 deaf children in Kuwait. The findings reveal that hearing children, benefiting from consistent exposure to spoken and formal Arabic, produced more coherent and detailed narratives compared to deaf children. Hearing participants also demonstrated greater vocabulary diversity. Age-related improvements in narrative skills were more pronounced among hearing children, while the impact of sign language exposure on narrative abilities was significant among deaf children. The study underscores the critical role of early language exposure and educational support in fostering narrative development, particularly in a diglossic context. These findings highlight the need for specialised educational strategies to support the unique narrative development needs of deaf children.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106454"},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931513","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 PAALSS for the manual analysis of language samples of individuals who use aided AAC in Spanish: A pilot study","authors":"Gloria Soto","doi":"10.1016/j.jcomdis.2024.106453","DOIUrl":"10.1016/j.jcomdis.2024.106453","url":null,"abstract":"<div><p>This pilot study describes the application of the Protocol for the Analysis of Aided Language Samples in Spanish (PAALSS), specifically designed for the manual analysis of language samples from individuals in the early stages of Spanish aided language development. Data were collected from 22 language samples from 16 individuals who use aided AAC and are at the earlier stages of Spanish language development. The primary objective of this study was to explore the feasibility of using PAALSS as an analytical tool to describe various aspects of the language samples, including lexical productivity, lexical diversity, morphology, grammatical complexity, and syntax. Results are presented according to four different groupings, based on the language samples’ grammatical complexity scores. The study provides preliminary evidence of the potential of PAALSS as a useful tool for the manual analysis of language samples from users of AAC in Spanish. However, future studies are needed to establish its formal psychometric and measurement properties.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106453"},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141842295","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":"Comprehension of Miranda warnings in adults with chronic, moderate-severe traumatic brain injury","authors":"Jade T. Mitchell ,&nbsp;Malcolm Edwards ,&nbsp;Kimberly Walsh ,&nbsp;Sarah Brown-Schmidt ,&nbsp;Melissa C. Duff","doi":"10.1016/j.jcomdis.2024.106452","DOIUrl":"10.1016/j.jcomdis.2024.106452","url":null,"abstract":"<div><h3>Introduction</h3><p>To compare comprehension of Miranda rights in adults with traumatic brain injury (TBI) versus adults without TBI as measured by response accuracy on the Miranda Right Comprehension Instruments.</p></div><div><h3>Methods</h3><p>Data were collected virtually via teleconferencing from July 2022 to February 2023. Participants included 25 adults with moderate-severe TBI (12 females, 13 males) and 25 adults without TBI (12 females, 13 males), ages 20-55 years. In this observational study, both groups (with and without TBI) completed the Miranda Right Comprehension Instruments (MRCI), which includes four instruments including Comprehension of Miranda Rights, Comprehension of Miranda Rights-Recognition, Function of Rights in Interrogation, Comprehension of Miranda Vocabulary instruments. Response accuracy on the MRCI was compared across groups.</p></div><div><h3>Results</h3><p>The TBI group was significantly less accurate when responding to questions on the MRCI compared to the NC group.</p></div><div><h3>Conclusion</h3><p>Individuals with chronic moderate-severe TBI underperform their non-injured peers on the Miranda Rights Comprehension Instruments, a tool used in legal settings when there is doubt about an individual's understanding of their Miranda rights. TBI is a risk factor for disruptions in comprehension of language in legal contexts that may, in part, contribute to the increased interaction with the criminal justice system and incarceration for individuals with TBI. Implications for policy, advocating, and intervention are discussed.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106452"},"PeriodicalIF":1.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000480/pdfft?md5=5007918e91340b19a005e3b94bbe4e52&pid=1-s2.0-S0021992424000480-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141716501","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":"Aging affects Mandarin speakers’ understanding of focus sentences in quiet and noisy environments","authors":"Xinxian Zhao,&nbsp;Yang Li,&nbsp;Xiaohu Yang","doi":"10.1016/j.jcomdis.2024.106451","DOIUrl":"10.1016/j.jcomdis.2024.106451","url":null,"abstract":"<div><h3>Introduction</h3><p>Older adults experiencing normal aging make up most patients seeking services at audiology clinics. While research acknowledges that the speech perception abilities of aging adults can be diminished in lower-level speech identification or discrimination, there is less concern about how aging affects higher-level speech understanding, particularly in tonal languages. This study aimed to explore the effects of aging on the comprehension of implied intentions conveyed through prosodic features in Mandarin focus sentences, both in quiet and noisy environments.</p></div><div><h3>Methods</h3><p>Twenty-seven younger listeners (aged 17 to 26) and 27 older listeners (aged 58 to 77) participated in a focus comprehension task. Their task was to interpret SAVO (subject-adverbial-verb-object) sentences with five focus conditions (initial subject-focus, medial adverbial-focus, medial verb-focus, final object-focus, and neutral non-focus) across five background conditions: quiet, white noise (at 0 and −10-dB signal-to-noise ratios, SNRs), and competing speech (at 0 and −10-dB SNRs). Comprehension performances were analyzed based on accuracy rates, and underlying processing patterns were evaluated using confusion matrices.</p></div><div><h3>Results</h3><p>Younger listeners consistently excelled across focus conditions in quiet settings, but their scores declined in white noise at the SNR of −10-dB. Older adults exhibited variability in scores across focus conditions but not in background conditions. They scored lower than their younger counterparts, with the highest scores observed in the comprehension of sentences featuring a medial adverbial-focus. Analysis of confusion matrices revealed that younger adults seldom mistook focus conditions, whereas older adults tended to comprehend the other focused items as medial adverbials.</p></div><div><h3>Conclusions</h3><p>Older listeners’ performance reflects their over-reliance on top-down language knowledge, while their bottom-up acoustic processing decreases when interpreting Mandarin focus sentences. These findings provide evidence of active cognitive processing in prosody comprehension among aging adults and offer insights for diagnosing and intervening with speech disorders in clinical settings.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106451"},"PeriodicalIF":1.8,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694192","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 semantic verbal fluency to estimate the relative and absolute vocabulary size of bilinguals: An exploratory study of children and adolescents","authors":"Daphnée Dubé ,&nbsp;Elin Thordardottir","doi":"10.1016/j.jcomdis.2024.106450","DOIUrl":"10.1016/j.jcomdis.2024.106450","url":null,"abstract":"<div><h3>Introduction</h3><p>The full assessment of bilingual children often involves at least one language for which formal vocabulary tests are lacking and which the examiner does not speak. We examined, in a sample of children with typical development (TD), whether a semantic verbal fluency task, typically used in research as a measure of executive function, could be used in the place of a formal vocabulary test to estimate vocabulary knowledge when formal tests are not available.</p></div><div><h3>Method</h3><p>113 TD monolingual French speakers and TD bilinguals and with varying degrees of exposure to French, age 6 to 17 years, completed tests of vocabulary knowledge and semantic verbal fluency. A subset of 64 participants spoke French and English and were tested in both languages. Verbal fluency measures calculated using a traditional method which uses specific rules for superordinate categories and for animals of different sex and age and a simplified scoring method which simply counts all words produced, included the total number of words produced in each language, Total Vocabulary and Conceptual Vocabulary measures combining both languages, as well as analyses of lexical composition and word frequency within the study sample.</p></div><div><h3>Results</h3><p>Linear regressions revealed that the number of words produced predicted vocabulary size in a language-specific way, with slightly stronger predictions made by the simplified scoring method. As expected, bilinguals produced more words and more unique words in their language of greater exposure, while different exposure groups were equivalent in measures combining both languages, including their Total vocabulary and Conceptual vocabulary. Producing unusual words (infrequently produced in the study sample) indicated higher vocabulary scores.</p></div><div><h3>Conclusions</h3><p>This study supports the use of the verbal fluency task as a quick and simple tool to obtain a rough estimate of vocabulary size in TD monolinguals and bilinguals. This tool shows promise as well in clinical work with other populations, subject to further verification.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106450"},"PeriodicalIF":1.8,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691659","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 speech-language pathologists in supporting theory of mind through literacy-based activities","authors":"Kristen Secora","doi":"10.1016/j.jcomdis.2024.106449","DOIUrl":"10.1016/j.jcomdis.2024.106449","url":null,"abstract":"<div><h3>Purpose</h3><p>This tutorial discusses the importance of speech-language pathologists (SLPs) supporting individuals with language disorders in their understanding of others’ cognitive and affective states (theory of mind, ToM), with a special consideration given to applying these suggestions with individuals who are neurodivergent.</p></div><div><h3>Method</h3><p>I motivate this tutorial by first reviewing the literature related to ToM and language abilities for various populations of individuals with language difficulties, highlighting the need for explicitly targeting the language-related skills that are thought to underlie ToM for individuals with language disorders. I next present concrete examples of how to support ToM through literacy-based activities. I follow this discussion with a short description of how these activities may be applied with individuals who are neurodivergent through concrete examples, such as how inclusion of neurodivergent characters in storybooks can aid in educating children about understanding others’ perspectives. It further emphasizes the importance of discussing various types of mental and emotional states for individuals who share as well as differ in their neurotypes.</p></div><div><h3>Conclusions</h3><p>Language skills are an integral part of ToM abilities. SLPs play an important role in supporting clients’ academic, literacy, and social outcomes and can support important perspective-taking skills through associated language/communication skills. The various skills that fall under the umbrella term ‘theory of mind’ can be appropriately incorporated into intervention and literacy-based tasks in a way that respects differences in neurotype while still building important language and communication skills for clients.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106449"},"PeriodicalIF":1.8,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471831","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":"Automatic metaphor processing in developmental dyslexia","authors":"Rita Cersosimo ,&nbsp;Filippo Domaneschi ,&nbsp;Hamad Al-Azary","doi":"10.1016/j.jcomdis.2024.106448","DOIUrl":"10.1016/j.jcomdis.2024.106448","url":null,"abstract":"<div><h3>Introduction</h3><p>Previous research found metaphor impairments with dyslexia; however, it is unclear if difficulties are due to initial activation of the metaphorical meaning or to subsequent discourse integration processes. The study examines the presence of early automatic processing of metaphors in adults with developmental dyslexia, considering the role of executive functions and metaphor familiarity.</p></div><div><h3>Methods</h3><p>Using a sentence recall task and a semantic judgment task from the Metaphor Interference Effect (MIE) paradigm, we evaluated two early stages of metaphor comprehension, namely the generation of the figurative meaning and the suppression of the literal meaning. High and low familiar metaphors, and their scrambled counterparts, were aurally presented to participants, who were asked to judge whether sentences were literally true or literally false. Afterwards, they were provided ten minutes to recall the sentences they heard to verify the depth of processing for each type of stimulus. A total of 26 participants with dyslexia were included in the experimental group, and 31 in the control group.</p></div><div><h3>Results</h3><p>Individuals with dyslexia showed a MIE and an accuracy rate that are similar to participants without dyslexia. Inhibition correlated with the MIE size only for high familiar metaphors, and working memory seemed to play no role in the process. In the recall task, both groups demonstrated a better encoding of the metaphorical sentences compared to scrambled metaphors, but participants with dyslexia recalled less metaphors than did the control group, showing that metaphors are no exception to the limitations in sentence retrieval typically found in dyslexia.</p></div><div><h3>Conclusions</h3><p>Our findings suggest that individuals with dyslexia are comparable to participants without dyslexia in their ability to automatically compute metaphorical meanings. Thus, difficulties in metaphor comprehension in people with dyslexia that have been detected in previous studies might depend on meaning construction in context rather than online semantic processing.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106448"},"PeriodicalIF":1.8,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545415","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":"Lexical development in Kuwaiti Arabic in typically developing children and late talkers","authors":"Fauzia Abdalla ,&nbsp;Abdessattar Mahfoudhi ,&nbsp;Saleh Shaalan ,&nbsp;Reem Almarri ,&nbsp;Maryam Aldousari ,&nbsp;Hessa Alseedeqi","doi":"10.1016/j.jcomdis.2024.106432","DOIUrl":"https://doi.org/10.1016/j.jcomdis.2024.106432","url":null,"abstract":"<div><h3>Introduction</h3><p>This study explored vocabulary development and lexical composition in young typically developing (TD) Kuwaiti children and late talkers (LT) using the <em>Kuwaiti Arabic Communicative Development Inventory-Words and Sentences</em> (<em>KACDI-WS) Abdalla</em> et al.<em>, 2016</em>). The sample included 161 children aged 20 to 37 months: 127 TD and 34 children who were late talkers (LT group). The late talkers were first identified based on a background questionnaire answered by the parents. All the caregivers completed a 698-item web-based <em>KACDI</em> expressive vocabulary inventory by selecting non-imitative words that their children produced.</p></div><div><h3>Results</h3><p>Lexical size and composition (nouns, predicates, and closed-class words) were analyzed. Across the TD age groups (20–26, 27–31, 32–37 months), a significant age effect for vocabulary size and composition was found in favor of the older groups. Nouns were more prevalent than predicates or closed-class words in within-group comparisons. The vocabulary size of the TD (<em>M</em>= 263.8) was significantly larger than that of the LT group (<em>M</em>= 69.2). The development of their lexical composition followed a similar pattern.</p></div><div><h3>Conclusions</h3><p>The results suggested that the <em>KACDI</em> parent report instrument has the potential for measuring vocabulary development in TD children and could serve as an initial screening tool to identify late talkers<del>.</del></p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"110 ","pages":"Article 106432"},"PeriodicalIF":1.7,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141083809","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}