International Journal of Language & Communication Disorders最新文献

{"title":"How Speech Production Affects Narrative Production in 4- to 6-Year-Old Children With Developmental Language Disorder and Poor Intelligibility","authors":"Annelies E. Bron, Annette R. Scheper, Margriet A. Groen, Ludo T. W. Verhoeven","doi":"10.1111/1460-6984.70059","DOIUrl":"https://doi.org/10.1111/1460-6984.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Poor intelligibility is common in young children with developmental language disorders (DLDs). Relatedly, children with DLD and poor intelligibility, like children with DLD solely, have often also difficulties in other aspects of language abilities: such as making grammatical and cohesive sentences and telling narratives with an adequate plot structure. However, relatively few studies examined the relation between speech production, narrative cohesion, and narrative coherence in one and the same design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>This research was conducted to investigate the relation between speech production, narrative cohesion, and narrative coherence in children with DLDs and poor intelligibility.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>One hundred and forty-nine 4-to-6-year-old children with DLD and poor intelligibility who were referred for special treatment to improve their speech production, were included in this study. Speech and language assessments were conducted at the start of the treatment, and the results of these assessments were used in the current study. For speech production, spontaneous language was analysed to derive measures for the production of consonants, vowels, and word structure. Additionally, a measure of nonword repetition was used. For narrative production, the Frog Story Test was used, resulting in a measure of narrative cohesion (sentence production) and a measure of narrative coherence (plot structure). Effects of hearing and chronological age on speech and language production were controlled for in the analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Mediation analysis demonstrated that there was no direct effect of speech production on narrative coherence but the indirect effect was significant. The relation between speech production and narrative coherence was fully mediated by narrative cohesion, also when controlling for age and hearing capacity. Significant effects were also found for the relation between speech production and narrative cohesion and between narrative cohesion and narrative coherence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>This study confirms that the relation between speech production and narrative coherence in children with DLD and poor intelligibility is fully mediated by children's narrative cohesion performance. For clinical practice, these results show the importance of fostering both speech and language production capacities in strengthening the narrative performance ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144179015","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":"Protocol for a Qualitative Study on the Acceptability of High- and Low-Intensity Speech Intervention in Children With Cleft Palate: Perceptions of Children, Their Caregivers and Speech–Language Pathologists","authors":"Tara Mouton, Kristiane Van Lierde, Nick Verhaeghe, Cassandra Alighieri, Fien Allemeersch, Ann Goeleven, Greet Hens, Kim Bettens","doi":"10.1111/1460-6984.70061","DOIUrl":"https://doi.org/10.1111/1460-6984.70061","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Traditional low-intensity speech therapy in children with cleft palate with or without cleft lip (CP ± L), provided twice weekly for 30 min over months or even years, lacks solid scientific evidence and may lead to poor outcomes, treatment fatigue, and high costs. Different authors have proposed the implementation of high-intensity speech intervention through promising proof-of-concepts. However, this approach has not yet been widely adopted in clinical practice. To assess its impact on a broader scale, the investigation will focus on the perceptions and acceptability of high- and low-intensity speech intervention as provided by primary care speech–language pathologists (SLPs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This protocol article outlines a qualitative study designed to explore the perceptions and experiences of intervention providers (primary care SLPs) and recipients (children with CP ± L [4–12 years old] and their caregivers) regarding high- and low-intensity speech interventions. The study aims to evaluate the acceptability, feasibility, and perceived impact of both intervention approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Both providers and recipients of the intervention from a previous randomized controlled trial (RCT) conducted by our research group—which will compare the outcomes of high- versus low-intensity speech intervention—will be recruited. Separate, tailored semi-structured interview guides will be used for SLPs, caregivers, and children to explore their unique perspectives on the intervention, including its acceptability and feasibility. Age-appropriate methods such as play-based activities, puppets, and emotion mapping will be used to facilitate engagement with younger children. Additionally, all participants will complete a questionnaire regarding their demographics. Qualitative data will be evaluated using inductive coding for emergent themes and deductive coding based on the theoretical framework of acceptability (TFA).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Expected Outcomes and Results</h3>\u0000 \u0000 <p>Drawing from prior qualitative investigations by the research group, a hypothesis is put forth suggesting that a high-intensity speech intervention could garner greater acceptance from both intervention recipients and their caregivers. This hypothesis stems from the expectation that an intensified intervention can reduce therapy fatigue, dropout rates, and emotional strain. Furthermore, it is anticipated that such an approach might enhance intrinsic motivation. The findings will provide valuable insights into the feasibility and acceptability of dif","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171552","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":"Mock Juror Perceptions of a Young Defendant With Developmental Language Disorder: A Mixed-Methods Study","authors":"Jasmine Horsham, Katie Maras, Danaë Stanton Fraser, Ellie Barker, Hannah M. Hobson, Michelle C. St Clair","doi":"10.1111/1460-6984.70060","DOIUrl":"https://doi.org/10.1111/1460-6984.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Developmental language disorder (DLD), difficulties with using and/or understanding language, is highly prevalent in young offenders but is often undiagnosed. Even if there is a DLD diagnosis, it may not be deemed relevant to disclose to jurors. This study aimed to investigate whether the provision of a diagnostic label and information about DLD influenced mock juror perceptions of a young defendant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Following the method of Maras et al. (2019), 158 participants read a fictional case study of a young defendant who was in court after assaulting a police officer in a misunderstanding at a train station. Half (<i>n</i> = 79) of the participants were informed that the defendant had DLD, and half (<i>n</i> = 79) were uninformed. Participants rated the defendant on his credibility (cognitive functioning, honesty and likeability) and culpability (blameworthiness, guilty verdict and sentencing leniency). They also indicated whether they thought the defendant committed the crime because of the situation he was in, because he was a bad person or both. Participants were asked to explain their reasoning behind each rating.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants in the informed condition viewed the defendant as significantly more credible and less culpable and were less likely to assign him a guilty verdict. Content analysis revealed four themes: anger, mitigating factors, communication, and situational context and police officers. Participants in the informed condition were more empathetic towards the defendant on all themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Findings highlight the need for better detection of DLD in young people standing trial alongside the value of providing jurors with a defendant's diagnostic information.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>It is well established that youth and young adult offenders have a high rate of undiagnosed developmental language disorder (DLD). However, very little is known about how juries may perceive defendants with DLD. One study of a nonviolent offence found that defendants with a disclosed diagnosis of DLD were viewed as more likeable and honest and less blameworthy and cognitively able, but there was no difference in guilty verdicts o","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171553","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":"Communication and Psychosocial Functioning in Children With Tourette Syndrome: Parent-Reported Measures","authors":"Angela Feehan, Paola Colozzo, Lesley Pritchard, Veronica Smith, Monique Charest","doi":"10.1111/1460-6984.70056","DOIUrl":"https://doi.org/10.1111/1460-6984.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous studies indicate that a subset of children with Tourette syndrome (TS) experiences communication difficulties; however, the specific characteristics of these challenges remain underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to (1) quantify the proportion of children with TS within a North American cohort exhibiting communication challenges as assessed by a standardized parent questionnaire, (2) determine how many children with parent-reported communication challenges had been diagnosed with a communication disorder, (3) examine the relationship between parent-reported co-occurring conditions and parent-reported communication skills, and (4) evaluate the association between parent-reported communication skills and parent-reported psychosocial functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Questionnaires were distributed to parents in North America through TS-focused social media groups and organizations (United States and Canada) and Canadian medical clinics specializing in TS care. Data collected included demographic information, information on tic severity and co-occurring conditions, parent-reported communication function using the Children's Communication Checklist, Second Edition (CCC–2), and psychosocial function using the Strengths and Difficulties Questionnaire (SDQ).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The questionnaire was completed by 61 parents of children with TS. On the CCC–2, 62% of children obtained scores consistent with age-appropriate communication skills, while 38% obtained scores suggestive of communication challenges (> 1SD below the mean on general communication and/or social-pragmatic communication). Ten percent of children were reported to have a formal language disorder diagnosis. A significant correlation was observed between communication proficiency and psychosocial functioning: lower scores for general and social-pragmatic communication skills were associated with increased psychosocial difficulties (<i>r</i> = −0.44, <i>p</i> < 0.001). Notably, the presence of specific co-occurring conditions did not predict general communication or social-pragmatic communication challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>Speech-language pathologists (S-LPs) should anticipate that most children with TS will exhibit age-appropriate communication development; however, a substantial prop","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 4","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148297","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":"Treatment Fidelity in a Feasibility Trial of the Aphasia Intervention, Virtual Elaborated Semantic Feature Analysis","authors":"Niamh Devane, Sofia Mazzoleni, Nicholas Behn, Jane Marshall, Stephanie Wilson, Katerina Hilari","doi":"10.1111/1460-6984.70054","DOIUrl":"https://doi.org/10.1111/1460-6984.70054","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Aims</h3>\u0000 \u0000 <p>The reliability and validity of an intervention can be improved by checking treatment fidelity (TF). TF methods identify core components of an intervention, check their presence (or absence) and identify threats to fidelity. The Virtual Elaborated Semantic Feature Analysis (VESFA) intervention comprised individual sessions of word-finding treatment and group sessions of conversation practice. All sessions were delivered in the virtual world of EVA Park. This paper describes the TF in the VESFA trial that explored (1) if the treatment was delivered as planned, (2) which components influenced treatment adherence scores and (3) the reliability of the fidelity checklists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Strategies to improve fidelity were employed in the study design, the delivery of treatment, treatment receipt and treatment enactment. Two fidelity checklists were developed with input from advisors with aphasia to establish the core components of the intervention (individual and group). During the trial, treatment sessions were video-recorded. A sample of 20% of sessions was randomly selected for adherence rating. Seven research students were trained to rate the videos using the fidelity checklists. Inter- and intra-rater reliability was established.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Study design strategies ensured 94% of sessions ran as planned and 75% of participants (12/16) received over 90% (>36/40h) of the intended dose. The average TF across all sessions rated was 81%, demonstrating a high degree of fidelity in the delivery of the VESFA intervention. The fidelity of the individual sessions was lower (78%) than the group elements (84%). The components that most threatened treatment adherence were (1) providing a rationale for the activities and (2) specific feedback for performance. Nevertheless, participants consistently practised target words both in individual sessions and in conversations in the group sessions, demonstrating treatment receipt. Ninety-four percent of participants (14/15) reported the words and phrases practiced in EVA Park were used in real-world conversations, indicating treatment enactment. The fidelity checklists were reliable: Inter-rater reliability was moderate (average Kappa of 0.76) and intra-rater reliability was strong (average Kappa of 0.89).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>A range of TF strategies were embedded within the trial protocol leading to high adherence to the core co","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118195","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 Longitudinal Investigation Into the Relationship Between Working as a Speech and Language Therapist and Wellbeing","authors":"Claire Ewen, Craig A. Jackson, John Galvin","doi":"10.1111/1460-6984.70046","DOIUrl":"https://doi.org/10.1111/1460-6984.70046","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Healthcare workers risk stress, burnout and fatigue from time pressures, insufficient workload control and ineffective support. Unaddressed, these issues can lead to the attrition of the workforce. Retention of speech and language therapists (SLTs) is an ongoing concern, but little is known about the relationship between SLT wellbeing and their workplaces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aims of the present study were therefore to: (1) Explore the levels of job satisfaction and general wellbeing of SLTs working clinically. (2) Describe the occupational environments of SLTs working clinically. (3) Investigate the relationship between job design and wellbeing outcomes. (4) Establish whether job satisfaction and general psychosocial wellbeing levels were consistent over time. (5) Explore whether personal changes/changes to work made by participants over a 3-month period impacted their job satisfaction and/or general wellbeing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>All SLTs practising clinically in the UK were eligible to participate. Participants were recruited via selective sampling (advertising in Royal College of Speech and Language Therapists publications) and snowballing (using social media). A longitudinal study, using an online survey at two time points (P1 and P2), approximately 3 months apart, measured work stressors of SLTs, job satisfaction and general wellbeing, using the Speech-language Pathologist Stress Inventory, Generic Job Satisfaction Survey and General Health Questionnaire-28 (GHQ-28). Relationships between job types, wellbeing and subsequent changes were analysed using multivariate analysis of variance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 632 participants at P1, 98% were women, 95% were white and the average age was 38.7 years. Ninety-one percent were working in England, and 85% were organisationally employed. At P1, 53.3% of participants who completed the GHQ-28 reported anxiety, depression, somatic symptoms of stress and social dysfunction. Those in high-demand, low-control, and low-support (‘Isostrain’) jobs (<i>n</i> = 105) had the lowest job satisfaction (<i>p</i> < 0.001, partial <i>η</i><sup>2</sup> = 0.383) and poorest wellbeing (<i>p</i> < 0.001, partial <i>η</i><sup>2</sup> = 0.210). Wellbeing scores were stable from P1 to P2 (<i>n</i> = 295). Making ‘positive personal changes’ had no impact on job satisfaction, although changing jobs did (<i>t</i> (16) = −3.225, <i>p</i> < 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144100833","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":"Health Profession Students’ Perceptions of Teamwork and Knowledge of Speech and Language Therapists’ Role in Neurological Rehabilitation","authors":"Seren Düzenli-Öztürk, Gülbin Ergin, Ayhan Çağlayan, Didem Çevik","doi":"10.1111/1460-6984.70053","DOIUrl":"https://doi.org/10.1111/1460-6984.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aimed to assess final-year students in speech and language therapy (SLT), physiotherapy and rehabilitation (PT), and occupational therapy (OT) programs on their perceptions of teamwork in neurological rehabilitation, specifically focusing on the role of speech and language therapists (SLTs) in the team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The study involved 166 final-year undergraduate students in SLT, PT, and OT programs. A questionnaire consisting of demographics, assessing the participants' experiences and opinions of neurological rehabilitation teams, and exploring the specific role of SLTs with neurological patients provided study data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In this study, the student group that worked the most with neurologically diagnosed patients was found to be PT (%98), followed by SLT (%90.9), and OT (%78.6) students, respectively. The participants were aware of the advantages and disadvantages of teamwork. SLT and OT students emphasized the effectiveness of an interdisciplinary team approach in neurological rehabilitation. Most of the participants indicated utilizing a multidisciplinary team approach. They knew the role of SLTs in treating disorders like aphasia, apraxia of speech, and dysphagia, but their awareness of other practice areas of SLT was limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>A fundamental aspect of effective teamwork in neurological rehabilitation is understanding the role and contributions of different healthcare professions. It would be beneficial to provide students with further opportunities to gain valuable insights into the significance of teamwork and team members’ roles, particularly during their final year of study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on the subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>Providing high-quality and effective neurological rehabilitation services to maximize the independence and quality of life of people with disabilities is only possible by working as a team. In all team-based approaches to neurological rehabilitation, a range of health professionals, including physicians, nurses, speech and language therapists (SLTs), physiotherapists (PTs), occupational therapists (OTs), audiologists, psychologists, and dieticians, are required. It is essential that health professionals possess an understanding of the roles and responsibilities of other professionals to facilitate effective teamwo","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085423","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":"Establishing Norm of Connected Speech Measures for Descriptive Discourses in Cantonese-Speaking Adults","authors":"Anthony Pak-Hin Kong, Chester Yee-Nok Cheung, Cherie Wan-Yin Wong","doi":"10.1111/1460-6984.70055","DOIUrl":"https://doi.org/10.1111/1460-6984.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Objectives</h3>\u0000 \u0000 <p>Normative reference of the connected speech measures (both micro-structural and macro-structural) for descriptive discourse is fundamental to systematic discourse analysis because it provides an anchor for comparison. This study aims to establish a comprehensive normative reference for connected speech measures in Cantonese by analysing a wide array of micro- and macro-structural measures, investigating the impact of age and education on these measures, and examining potential performance differences across various genres of descriptive discourse tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The sample included 149 healthy Cantonese-speaking adults who were categorized into three age groups (young, middle-aged, and old) and two education levels (high and low). Speech samples were collected, transcribed, and analysed based on five descriptive discourse tasks in the Cantonese AphasiaBank, including two single-picture descriptions (Flood and Cat rescue), two sequential picture descriptions (Broken window and Refuse umbrella), and one procedural description (Egg and ham sandwich).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Normative reference of multiple connected speech measures (such as type, token, noun-verb ratio, Information Content Units [ICU] and Main Concepts [MC]) and lists of standard scoring criteria for the ICU and MC for the five tasks were presented. For age effect, statistical analysis revealed that the old group demonstrated less informativeness and fluency than younger groups across genres. Specifically in procedural description, the middle-aged group showed superior verbal productivity compared to the other groups and informativeness compared to the old group. For education effect, the high-education group outperformed the low-education group in verbal productivity and informativeness across genres. Age-education interaction was found in syntactic complexity measures across genres.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings contribute to building a comprehensive normative reference for the evaluation of connected speech, providing a complementary tool for systematic and objective assessment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <div><i>What is already known on this subject</i>\u0000 \u0000 <ul>\u0000 \u0000 <li>In the clinical context of assessment, discourse analysis is a cruci","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085427","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":"‘To Know That You Are a Link in the Chain’: A Realist Evaluation to Explore How Digital, Intensive, Parent-Implemented Interventions Work for Children With Speech Sound Disorder, Why, and for Whom","authors":"Naomi Leafe, Emma Pagnamenta, Mark Donnelly, Laurence Taggart, Jill Titterington","doi":"10.1111/1460-6984.70049","DOIUrl":"https://doi.org/10.1111/1460-6984.70049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Children with moderate to severe speech sound disorder (SSD) need intensive therapy to increase intervention effectiveness and efficiency. However, worldwide speech and language therapists (SLTs) report that it is difficult to implement recommended intervention intensities in clinical practice. Supporting parents/carers to deliver home-intervention, facilitated through digital tools, has the potential to circumvent these difficulties and increase practice intensity. This realist evaluation builds on our earlier realist review on intensive, digital, parent-implemented interventions for children with SSD through exploring the experiences of stakeholders to optimally understand what might work best, for whom, and why in clinical practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We undertook a realist evaluation to test and refine our initial programme theories developed in our earlier realist review through focus groups with key stakeholders. Five focus groups were conducted with SLTs (<i>n</i> = 22), and two focus groups with parents/carers of children with SSD aged 4–5 years (<i>n</i> = 6). A realist methodology approach was used to collect and analyse the data, including the development of context-mechanism-outcome configurations. Middle-range theories of adult-learning, self-efficacy and parenting styles were used to develop our theoretical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Programme theories from the earlier realist review about how the intervention works were refined, refuted, or confirmed. The refined theories are presented across three areas to demonstrate the journey of engaging in a digital, intensive parent-implemented intervention: (1) Readiness to engage; (2) Implementation of the intervention; and (3) Sustaining momentum. The theories offer insight into mechanisms that support and train families to engage in home-practice through digital tools, including important contextual factors needing consideration in implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Digital, intensive, parent-implemented interventions for children with SSD have the potential to improve the effectiveness and efficiency of SLT services in certain contexts and improve children's outcomes worldwide. Mechanisms of change, and impactful contexts at each point of the journey of involvement need consideration to successfully empower and support parents/carers and their children with SSD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> W","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074331","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":"Evaluating a Targeted Language Intervention for Children Aged 4–6 Years—Applying an ‘Information Carrying Words’ Approach","authors":"Sarah Spencer, Laura Pearce, Karlene Calder, Alice Woods, Abigail Andrews, Judy Clegg","doi":"10.1111/1460-6984.70047","DOIUrl":"https://doi.org/10.1111/1460-6984.70047","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Very little research has investigated the use of the information carrying words (ICW) construct within language interventions, despite its very widespread use in speech and language therapy in the United Kingdom. The Language Enrichment Activity Programme (LEAP) is an intervention programme that applies the ICW construct to differentiate children's level of need and structure play-based learning activities. LEAP sessions are designed to be child-led, building language skills through application of communication supporting strategies (CSS) such as modelling, recasting and inviting communicative participation via choices and expectant pausing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aims to evaluate the impact of trainee speech and language therapists (SLTs) delivering LEAP on the language skills of primary school children (aged 4–6 years).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>One hundred eighteen children were selected by their teachers. Participating children were semi-randomly allocated to either a control group (<i>n</i> = 48) or to a group that received 12 sessions of LEAP over 6 weeks (<i>n</i> = 70). A smaller sub-cohort was followed up 8 weeks following the end of LEAP (received LEAP <i>n</i> = 41, control group <i>n</i> = 46). LEAP was delivered by trainee SLTs to small groups of children. Assessments were carried out blind to group allocation pre- and post-intervention in order to evaluate the impact of intervention on receptive and expressive language skills. Outcome measures were a bespoke comprehension and expression outcome measure and the Renfrew Action Picture Test (RAPT; Renfrew 2019).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Children who received LEAP had improved scores on both the RAPT assessment and the bespoke outcome measure. There was a significant interaction between time (pre- and post-intervention) and group (those who received LEAP vs. the control) for the RAPT grammar score, and the LEAP vocabulary and expressive ICW score. LEAP had less of an impact for a sub-cohort followed up 8 weeks following the intervention, with only the LEAP expressive score showing significant interaction between the three assessment time points and group (those who received LEAP vs. the control).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The LEAP was successfully delivered to small groups of children and supported them in developing their ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939361","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}