International Journal of Language & Communication Disorders最新文献

{"title":"Telehealth and in-person placements: Same, same, but different. A mixed methods investigation of speech and language therapy students’ and practice educators’ experiences and perceptions","authors":"Donna C. Thomas, Rebecca Sutherland, Natalie Munro, Maja Ibric, Farida Pacey, Alison Purcell, Elizabeth Bourne","doi":"10.1111/1460-6984.70009","DOIUrl":"https://doi.org/10.1111/1460-6984.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Telehealth placements in speech and language therapy provide crucial opportunities for both learning and service delivery when clinicians, students and/or clients are separated by factors such as distance or illness. While the use of telehealth placements has increased in recent times, they remain a relatively underexplored phenomenon with limited information available about the perceptions and experiences of practice educators and students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of this study was to explore experiences of telehealth-delivered speech and language therapy services and tele-supervision from the perspective of speech and language therapy students and practice educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and procedures</h3>\u0000 \u0000 <p>This study used a sequential exploratory mixed methods design with a questionnaire study followed by a series of focus groups with Australian speech and language therapy educators and speech pathology students. Different questionnaires were used with students (<i>n</i> = 56) and practice educators (<i>n</i> = 27); each explored perceptions of interaction, engagement and student learning via multiple-choice and open-ended questions. Multiple-choice answers were analysed descriptively; open-ended questions were analysed with qualitative content analysis. The results informed the focus group questions. Separate focus groups were held with students (<i>n</i> = 17) and practice educators (<i>n</i> = 20); each explored student learning and development as well as educator supervisory practices. Data were analysed inductively using thematic network analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and results</h3>\u0000 \u0000 <p>Responses from both student and practice educator questionnaires indicated that students develop some different skills on telehealth placements compared to in-person placements and telehealth placements were more suitable for some students compared to others. We constructed 12 basic themes related to student and educator practices, student learning, client care, perceptions about telehealth, and location of educator and student. These were grouped into three organising themes: processes, perceptions, place. The organising themes were summarised into the overarching theme ‘telehealth and in-person placements: same, same, but different’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and implications</h3>\u0000 \u0000 <p>This study adds to the growing body of literature ind","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456117","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":"Online indirect group treatment for preschool children who stutter—Effects on stuttering severity and the impact of stuttering on child and parents","authors":"Cecilia Gembäck, Anita McAllister, Lovisa Femrell, Tove Edmar Lagerberg","doi":"10.1111/1460-6984.70008","DOIUrl":"https://doi.org/10.1111/1460-6984.70008","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Stuttering development in preschool children might be influenced by parents' concern, awareness and knowledge. Indirect treatment may therefore be appropriate. Intervention in a group format has been shown to be positive for stuttering and an online procedure increases the accessibility of the intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of this study was to investigate whether an online indirect group treatment for children who stutter could increase parents’ knowledge and confidence in managing the stuttering, reduce the impact of stuttering on the child and parents as well as reduce stuttering severity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>All children having an ongoing contact with a speech-language pathologist at the included clinics and meeting the inclusion criteria were invited to participate in the study. The participants were five families with children, aged 3:7–4:5, who had been stuttering for at least 12 months. Treatment consisted of six weekly online group sessions for parents, followed by 15 weeks of home consolidation. A single-subject research design replicated across participants was used to investigate changes over baseline, treatment and consolidation phase. The outcome measures were Palin Parent Rating Scales and severity ratings of stuttering reported by parents. Mean values of each week's daily parent ratings of stuttering were used and converted to defined scale steps. Changes in all variables were visually analysed for each participant. Scale steps representing the mean values from baseline measurements were compared with those from the consolidation phase to analyse changes in scale steps (clinical relevance).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcome and Results</h3>\u0000 \u0000 <p>The findings indicate increased parents’ knowledge about stuttering and confidence in how to support their child, as well as a positive trend in the impact of stuttering on child and parents, and stuttering severity, during the intervention. The size of the changes in the included outcome measures (e.g., from low to high or very high) varied between participants. The changes were clinically relevant in one to three, out of four, outcome measures for each child, also for those at risk of persistent stuttering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>The online group format can be an effective way to increase parents’ ability to handle the child's stut","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456122","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":"Oesophageal screening in videofluoroscopic swallow studies: Perspectives from the multidisciplinary dysphagia team to refine the clinical pathway","authors":"Kellie McCarthy, Emma Finch, Anna Miles","doi":"10.1111/1460-6984.70006","DOIUrl":"https://doi.org/10.1111/1460-6984.70006","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Videofluoroscopic swallow studies (VFSS) are multidisciplinary swallowing assessments led by speech-language therapists (SLTs). The purpose of oesophageal screening in VFSS is to guide further diagnostic assessment and treatment of possible oesophageal abnormalities. Yet, internationally standard protocols and clinical pathways for oesophageal screening in VFSS have not been established.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim(s)</h3>\u0000 \u0000 <p>The aim of this study was to refine and optimise oesophageal screening in VFSS at one Australian metropolitan hospital by incorporating expertise of the multidisciplinary dysphagia team.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Focus groups/semi-structured interviews were conducted with SLTs, radiologists (RADs), gastroenterologists (GEs), referring medical officers (MEDs) and medical radiation technicians (MRTs, also known as radiographers) working in VFSS. Interview questions explored oesophageal screening approaches, interpretation and reporting practices, GE referral criteria and clinical recommendations. Data were analysed via qualitative content analysis to determine meaning units, sub-categories, and categories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Twenty-six health professionals were interviewed (<i>n</i> = 8 SLTs, <i>n</i> = 6 RADs, <i>n</i> = 5 MEDs, <i>n</i> = 4 MRTs, <i>n</i> = 3 GEs). Four categories were identified: (1) oesophageal screening in VFSS adds clinical information but has limitations; (2) specific knowledge, skills and organisational factors are needed to optimise oesophageal screening, including in procedure, interpretation, reporting, GE referral pathway and intervention selection; (3) multidisciplinary consensus is needed regarding normal versus abnormal oesophageal transit and GE referral criteria; and (4) patient context, preferences and reported symptoms should primarily guide dysphagia decision-making. Each category had several component subcategories. The local clinical pathway (also known as care pathway or care map) for oesophageal screening in VFSS was refined by incorporating multidisciplinary dysphagia team expertise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>There was a willingness from the multidisciplinary dysphagia team to refine the local clinical pathway for oesophageal screening in VFSS. Detailed clinical pathways that guide workflow and decision-making should be consider","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455852","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":"The clinical practice of speech and language therapists with preschool-age children with syntactic impairment","authors":"Mafalda Azevedo, Marisa Lousada, Alexandrina Martins","doi":"10.1111/1460-6984.70012","DOIUrl":"https://doi.org/10.1111/1460-6984.70012","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with syntactic impairment associated with autism spectrum disorder and developmental language disorder benefit from speech and language therapy intervention. Despite that, few studies focus on the clinical practice of the speech and language therapist (SLT).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>The aim of the study is to explore the clinical practice of SLTs with preschool-age children with syntactic impairment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>A cross-sectional survey was carried out in Portugal, using a questionnaire designed specifically for this study. The survey is composed of 109 questions divided into eight sections. A total of 357 participants responded, representing 10% of the total population of SLTs in Portugal.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Considering the academic background, 46% of SLTs held a master's degree and only 19% attended complementary training in syntax. Regarding professional experience, 92% of SLTs work with preschool-age children with syntactic impairment. Between 89% and 91% of the SLTs report that they have never used any specific program, method or approach for syntactic intervention. Over 40% of SLTs report not feeling confident in assessing syntactic skills, while 43% report not feeling confident in intervening. Between 92% and 98% of SLTs report the need to obtain more academic knowledge and practical training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>In Portugal, there seems to be a lack of scientific evidence regarding the procedures used in the clinical practice of SLTs in preschool-age children with syntactic impairment. This fact may relate to the need felt by SLTs for more academic and practical training. The current findings highlight the need to address training in syntactic disorder within graduate and postgraduate programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Children with autism spectrym disorder (ASD) and children with developmental language disorder (DLD) experience language disorders, which in turn may have an impact on their socialisation and behaviour, namely when they have syntactic impairment. It is proven that these children benefit from speech and language therapy. Sev","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455882","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":"Parenting children with developmental language disorder in the days of COVID-19 in Turkey: Expectations and possibilities","authors":"Tuğçe Karahan Tığrak, Arcan Tığrak, Derya Özbek Şimşek, Esra Özcebe","doi":"10.1111/1460-6984.70010","DOIUrl":"https://doi.org/10.1111/1460-6984.70010","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Owing to the COVID-19 pandemic, speech-language therapists faced challenges in reaching children with developmental language disorders (DLDs) for a certain period. This unexpected change also had a profound impact on parents of children with DLDs. Despite its significance, there is limited research exploring the experiences of parents who were unable to consult with specialists and their perspectives on telepractice services.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The primary objective of this study is to investigate the experiences of parents with children diagnosed with DLD (<i>n</i> = 5) related to accessing experts during the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>Prior to the onset of pandemic-related closures, assessments for children with DLDs were conducted, and plans for initiating their therapies were in place. Parents of children who were unable to commence therapy were invited to participate in the study. Interpretative phenomenological analysis principles were employed to analyse the collected data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>The findings are analysed under four themes. Parents initially expressed the negative impact of being unable to reach experts, which led them to independently support their children's language development. Despite reservations about telepractice, parents were willing to participate. However, they reported feeling unprepared for the abrupt transition to telepractice, particularly regarding the technical requirements, which were limited in availability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Maintaining communication with parents, particularly during crisis periods, is crucial for children in need of speech and language therapy. Providing parents with information about the therapy process, their child's language disorder, and the potential use of telepractice is essential. This approach ensures that we can offer effective support for the children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>During COVID-19, parents of children with developmental language disorders who were undergoing therapy experienced adverse effects. They struggled to assist their children with communication issues and were ","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143456120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A relative weight analysis of the Chinese version of WAB","authors":"Aitong Zhang, Hui Chang","doi":"10.1111/1460-6984.70002","DOIUrl":"https://doi.org/10.1111/1460-6984.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purposes</h3>\u0000 \u0000 <p>Investigating the contribution of each component of the Western Aphasia Battery (WAB) to the aphasia quotient (AQ) helps better understand the mechanisms of change in the AQ. Previous studies on patients with English-speaking aphasia have shown that spontaneous speech contributes the most to the AQ. However, the same conclusion may not be applicable to Chinese-speaking patients with aphasia because of the differences between Chinese and English languages. The primary objective of this study was to investigate differences between Chinese and English people with aphasia in the contribution of WAB components to the AQ. The second objective was to explore the effect of aphasia severity to the AQ.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 94 patients with Mandarin aphasia participated in this study. The Lmg and Pmvd algorithms based on relative weight analysis were conducted to calculate the contributions of the four main components and 10 subtests of the WAB to the AQ. Lmg measures the relative importance of each variable by allocating the explanatory power of the model, while Pmvd analyses through a decomposition method based on statistical explanatory quantities. In addition, the same method was applied to the severe, moderate and mild aphasia groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the four main components, naming contributed the most to the AQ, followed by spontaneous speech, listening comprehension and repetition. Object naming contributed the most among the 10 subtests. Among the different severity groups, naming contributed the most to the severe and moderate groups, while spontaneous speech contributed the most to the mild group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>There were significant differences between Chinese and English patients with aphasia in terms of the contribution of each component of the WAB to the AQ. In Chinese, the largest contributor is naming, as opposed to spontaneous speech in English. Therefore, in a cross-linguistic context, it is important to carefully consider the impact of language differences, as this may help explain and understand the severity of Chinese aphasia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on the subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Among native English-speaking patients with mild aphasia, Spontaneous Speech test contributed most to the aphasia quotient of the We","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447113","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":"“They don't realise how hard he has to try every day”: The rewards and challenges of parenting a child with developmental language disorder","authors":"Suze Leitão, Michelle C. St Clair, Nicola Botting, Jenny Gibson, Emily Jackson","doi":"10.1111/1460-6984.70003","DOIUrl":"https://doi.org/10.1111/1460-6984.70003","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>An emerging body of literature explores the impact of living with developmental language disorder (DLD) on children, individuals and families. This work has identified a range of challenges and strengths. However, there is limited evidence from the DLD community about the impacts of living with DLD in relation to parenting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>We explored the perspectives of caregivers in response to an open-text survey question: “<i>What is most rewarding and challenging about being a parent to a child with DLD?</i>”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Respondents were caregivers of children with DLD who had signed up to Engage with Developmental Language Disorder. Qualitative content analysis was used to explore the open-ended responses from 112 parents who completed the yearly survey (child average age = 9.6 years; SD = 3.5 years, 46.9% female). Most caregivers lived in the United Kingdom, but we also had responses from around the world.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>For ‘rewards’, 52 codes and seven higher-order categories were identified. These comprised the many rewards experienced from caring for a child with DLD, including seeing and celebrating progress, celebrating their child's personality and being proud to be their child's parent. Caregivers mentioned the positives gained from learning about DLD and working together with their child to help them achieve their potential. They reflected on the supportive nature of the ‘right’ environment, in particular the school context and social connectedness. For ‘challenges’, 84 codes and 11 higher-order categories were identified. Caregivers often noted the lack of awareness of DLD amongst the community and professionals in general, within the school system and amongst teachers. Caregivers reported support and information about DLD were difficult to find and were impacted by a constant need for advocacy. They reflected on the increased time needed to support their child and worried about their child's social and community participation. Many commented on the impact of DLD on the family and the mental health and well-being of both them and their children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>Hearing the views of caregivers of children with DLD is key because shared decision-making is central to client-centred care. Furthermore, ‘client perspectives’","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447070","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":"Language assessment of Polish-English bilingual children by speech and language therapists who do not speak Polish: A feasibility study of a novel scoring schema for Sentence-Repetition-Tasks","authors":"Saoirse Lally, Natalia Banasik-Jemielniak, Ewa Haman, Stanislava Antonijevic","doi":"10.1111/1460-6984.70005","DOIUrl":"https://doi.org/10.1111/1460-6984.70005","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The challenge of assessing all languages of multilingual children by clinicians who do not speak the children's heritage languages is a global problem amplified by the increase in recent migration as well as a lack of available assessment tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To evaluate the feasibility of using a novel scoring schema to assist English-speaking speech and language therapists (SLTs) practising in Ireland in scoring Polish Sentence-Repetition (SRep) Tasks in collaboration with Polish language teachers, and to profile and compare children's language performance across their languages using this scoring schema.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods and Procedures</h3>\u0000 \u0000 <p>LITMUS SRep in English and Polish was completed by 15 typically-developing children (aged 5–8 years) and 12 children with suspected Developmental Language Disorder (DLD) (aged 5–8 years). Scoring of the Polish SRep was completed collaboratively by a monolingual English-speaking SLT and a Polish language teacher and was compared to the scoring completed by Polish linguists.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes and Results</h3>\u0000 \u0000 <p>Findings indicated that the two scoring methods gave comparable outcomes. Individual participants’ performance varied across the Polish and English SRep with some performing better in Polish, some in English and some with a relatively balanced performance across languages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions and Implications</h3>\u0000 \u0000 <p>Using pre-recorded sentences in conjunction with the novel scoring schema presented in this study has the potential to support SLTs to increase accuracy in diagnosing DLD and reduce both over- and underdiagnosis of multilingual children. Scoring guidelines need to incorporate crosslinguistic influence across languages of bilingual children while clearly outlining language specific clinical markers for DLD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>Assessment of multilingual children's language skills and diagnosing Developmental Language Disorder (DLD) is extremely complex due to the heterogeneity associated with their language dev","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1460-6984.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446691","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":"Efficacy of narrative intervention on Chinese-speaking school-age children with and without developmental language disorder","authors":"Jin Xue, Junjing Zhuo, Juntong Cao, Heng Li, Min Chen, Xuancheng Pan","doi":"10.1111/1460-6984.70004","DOIUrl":"https://doi.org/10.1111/1460-6984.70004","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purposes</h3>\u0000 \u0000 <p>The effect of intervening on narrative skills in Chinese-speaking school-age children with developmental language disorder (DLD) is underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The aim of the present study was to investigate the effectiveness of narrative intervention on written narratives of Chinese children with and without DLD and to explore the potential differences in response to the intervention between the two groups of children. Children with DLD (N = 22; M age = 9.28, SD = 1.00) and controls (N = 22; M age = 9.82, SD = 1.09) were measured on written narratives in pre- and post-tests. Repeated measures analysis of variance was performed with test time (two levels: pre vs. post) as a within-subject factor and language group as a between-subject factor (two levels: children with DLD and control) on the micro and macro indices of written narratives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of the written narratives revealed that the intervention had an impact on story grammar, story pattern, total T-units, use of mental state words, and conjunctions. Differences between language groups were observed in story pattern, mean length of T-unit, and causal density.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The results confirm the effectiveness of narrative intervention in enhancing the narrative skills of Chinese-speaking school-age children with and without DLD. Moreover, the results shed light on the core deficits experienced by Chinese-speaking school-age children with DLD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> WHAT THIS PAPER ADDS</h3>\u0000 \u0000 <section>\u0000 \u0000 <h3> What is already known on this subject</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>By implementing narrative intervention, teachers or speech-language pathologists can efficiently impart a wide range of academically and socially significant language skills to a diverse group of children with and without developmental language disorder (DLD). Despite the cultural variations and linguistic diversity, it is reasonable to teach mainstream narrative structure to children. The published narrative-based intervention programs like Supporting Knowledge in Language and Literacy (SKILL) have been proven effective in improving narrative abilities in different modes, including the one-to-one basis, small group, and classroom-based instruction. Moreover, SKILL can promote the narrative abilities of typically developing children, children with DLD, and ch","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447111","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":"Tangentiality as non-conformity: Responses of participants with right hemisphere damage to questions in clinical interactions","authors":"Xinfang Li, Qiang Guo, Yongping Ran","doi":"10.1111/1460-6984.70000","DOIUrl":"https://doi.org/10.1111/1460-6984.70000","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>People with right hemisphere damage (PwRHD) are often reported to produce tangential or irrelevant utterances. This may be related to their conversational difficulties, including performance in making relevant responses to questions. Clinical interactions represent a major type of communicative activity that PwRHD frequently attend and where they need to answer questions raised by clinicians. So far very little is known about how PwRHD accomplish question–response sequences in such institutional interactions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>To examine question–response sequences between participants with right hemisphere damage (RHD) and clinicians. To investigate how potentially tangential talk of the former that ensues after the clinicians’ questions may affect their responses to questions in clinical interactions. To identify problems incurred by those utterances as responses and how clinicians utilize conversational practices to manage them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods & Procedures</h3>\u0000 \u0000 <p>Drawing on purposive sampling, the study used four recorded interactions between clinicians and participants with RHD as data. The data were transcribed and analysed within the framework of conversation analysis. The study focuses on question–response sequences where participants with RHD produce potentially tangential utterances as responses to questions raised by the clinicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes & Results</h3>\u0000 \u0000 <p>Tangential utterances produced by participants with RHD occur either as overall non-conforming answers to the questions (i.e., not conforming to the normative expectations for the action type and/or grammatical form of response in the clinical setting), or non-conforming extension after type-conforming answers. The clinicians often orient to the overall non-conforming answers as problematic and utilize a set of practices to pursue adequate responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions & Implications</h3>\u0000 \u0000 <p>The study presents a new approach to understanding tangential talk associated with RHD, framing it as non-conforming answers within question–response sequences. It also describes management practices employed by the clinicians to cope with them. The results add to knowledge about the communication profile of PwRHD, particularly in goal-oriented interactions. They may provide a reference for assessment and intervention for difficulties of PwRHD in accomplishing question–response sequences. The study also suggests that the assessment of conversationa","PeriodicalId":49182,"journal":{"name":"International Journal of Language & Communication Disorders","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447069","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}