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Topics in Language Disorders最新文献

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Effects of Integrating Different Types of Physical Activity Into Virtual Rapid Word Learning Instruction for Children Who Are Deaf and Hard of Hearing 将不同类型的体育活动融入聋哑儿童虚拟快速文字学习教学的效果
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-04-01 DOI: 10.1097/tld.0000000000000338
Krystal L. Werfel, Emily A. Lund
{"title":"Effects of Integrating Different Types of Physical Activity Into Virtual Rapid Word Learning Instruction for Children Who Are Deaf and Hard of Hearing","authors":"Krystal L. Werfel, Emily A. Lund","doi":"10.1097/tld.0000000000000338","DOIUrl":"https://doi.org/10.1097/tld.0000000000000338","url":null,"abstract":"The purpose of this study was to compare three intervention conditions in virtual rapid word learning instruction for young children who are deaf and hard of hearing (DHH): traditional, general physical activity, and semantic richness physical activity. We focused on an initial step in learning a new word: mapping a word form to a referent. Fourteen children who are DHH and 14 children with typical hearing (TH) participated in a pseudoword-learning virtual session in each condition, and receptive and expressive knowledge of targeted pseudowords was assessed. Of interest was the impact of different types of physical activity on rapid learning of word-like forms. There was an interaction of group and condition for expressive production of pseudowords. Children who were DHH learned to produce more pseudowords in the general physical activity condition, whereas children with TH learned to produce more pseudowords in the semantic richness physical activity condition. There were no effects of group or condition on receptive learning of pseudowords. Children who are DHH can rapidly map word-like forms to referents via teleintervention, and physical activity may interact with word learning differently for children who are DHH and children with TH.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140758770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementing Strategy-Based Instruction for Struggling Writers via Telepractice 通过远程练习为有困难的写作者实施基于策略的教学
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-04-01 DOI: 10.1097/tld.0000000000000340
Anthony D. Koutsoftas, Karen Hoover
{"title":"Implementing Strategy-Based Instruction for Struggling Writers via Telepractice","authors":"Anthony D. Koutsoftas, Karen Hoover","doi":"10.1097/tld.0000000000000340","DOIUrl":"https://doi.org/10.1097/tld.0000000000000340","url":null,"abstract":"In this clinical tutorial, we describe the implementation of interventions provided to struggling writers using telepractice as the method of service delivery. The intervention of focus in this article was provided by graduate students who received advanced training in supporting writing to elementary school children with and without learning disabilities. The protocols developed for this study were framed by a theoretical framework for writing (K. D. Ritchey et al., 2016) and based on current best evidence for supporting struggling writers (e.g., A. L. Poch et al., 2022; S. Graham & D. Perin, 2007). In short, we lifted from the research literature available best practices for writing interventions and adapted these for telepractice with elementary-age schoolchildren identified as struggling writers. As part of this clinical tutorial, four different case studies are provided that illustrate how the intervention was adapted to meet individual student needs. Clinical implications for adapting interventions delivered via telepractice for struggling writers are provided alongside future research directions.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities 利用多元文艺为有语言学习障碍的青少年培养关键媒体素养
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-04-01 DOI: 10.1097/tld.0000000000000337
Kathleen J. Abendroth
{"title":"Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities","authors":"Kathleen J. Abendroth","doi":"10.1097/tld.0000000000000337","DOIUrl":"https://doi.org/10.1097/tld.0000000000000337","url":null,"abstract":"To support adolescents with language-based learning disabilities (LLD), speech–language pathologists (SLPs) should adopt a multiliteracies framework that targets critical media literacy skills. Multiliteracies recognize the increasingly digital and collaborative nature of written language that adolescents encounter and promote using online platforms in educational contexts. This article describes critical media literacy pedagogy and how targeted skills align with concepts and Common Core standards that clinicians address in classroom contexts. Examples of clinical applications demonstrate how SLPs can use critical media literacy to target goals related to self-advocacy, digital citizenship, and cognitive flexibility. Embracing multiliteracies increases inclusivity and allows clinicians to target media literacy skills that are essential for adolescents with LLD to become informed citizens. Social media provides relevant platforms that can be adapted across settings to support written expression.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140778883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Coordinating Multiple Language Levels in Writing 在写作中协调多种语言水平
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-04-01 DOI: 10.1097/tld.0000000000000339
E. Silliman, R. Bahr, Robin L. Danzak, M. Brea-Spahn
{"title":"Coordinating Multiple Language Levels in Writing","authors":"E. Silliman, R. Bahr, Robin L. Danzak, M. Brea-Spahn","doi":"10.1097/tld.0000000000000339","DOIUrl":"https://doi.org/10.1097/tld.0000000000000339","url":null,"abstract":"One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140793178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Innovations in Language and Literacy for Children and Adolescents With Language Disorders 针对有语言障碍的儿童和青少年的语言和读写创新
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-04-01 DOI: 10.1097/tld.0000000000000341
{"title":"Innovations in Language and Literacy for Children and Adolescents With Language Disorders","authors":"","doi":"10.1097/tld.0000000000000341","DOIUrl":"https://doi.org/10.1097/tld.0000000000000341","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Revealing Conflicting Ideologies 揭示相互冲突的意识形态
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-01-01 DOI: 10.1097/tld.0000000000000334
Verónica Vidal, Pamela Urra, Maria Fernanda Cerda Díez, Carla Becerra León, María Consuelo Ramos Alarcón, Juan P. Cortés
{"title":"Revealing Conflicting Ideologies","authors":"Verónica Vidal, Pamela Urra, Maria Fernanda Cerda Díez, Carla Becerra León, María Consuelo Ramos Alarcón, Juan P. Cortés","doi":"10.1097/tld.0000000000000334","DOIUrl":"https://doi.org/10.1097/tld.0000000000000334","url":null,"abstract":"The discussion about the words and concepts related to autism is alive in the scholarly community, tacitly or explicitly. Contrasting ideologies linked to the medical model and neurodiversity paradigm underlie terminology referring to autism. The present proof-of-concept study conducted a critical discourse analysis of the terminology (i.e., microstructure) used to describe autism in two academic journals across four decades. Specifically, we utilized the framework provided by Bottema-Beutel et al. (2021) to analyze 35 articles published in Journal of Autism and Developmental Disorders and Autism. These articles were reviewed with a focus on terminology used to describe the concept of autism, autistic individuals, and nonautistic individuals. The main findings support the feasibility of this proof-of-concept study. They revealed a predominant use of potentially ableist language across the four decades and a slow incorporation of alternative terms usually linked with more inclusive language in the last decade. We suggest that this change has been driven by the autistic community in a process of democratizing the role of experts. Accordingly, we recommend including autistic individuals' choices to designate their community.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I Have a Different Perspective as I Am Working Through This” "我在经历这件事时有了不同的视角
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-01-01 DOI: 10.1097/tld.0000000000000333
L. DeThorne, Kelli Pierce, Mariesa Rang, Sabrina Schafer, Karli VanRyswyk, Henry Angulo-Jiménez
{"title":"“I Have a Different Perspective as I Am Working Through This”","authors":"L. DeThorne, Kelli Pierce, Mariesa Rang, Sabrina Schafer, Karli VanRyswyk, Henry Angulo-Jiménez","doi":"10.1097/tld.0000000000000333","DOIUrl":"https://doi.org/10.1097/tld.0000000000000333","url":null,"abstract":"\u0000 \u0000 Whereas the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) characterizes autism as a neurological disorder typified by impairment in social communication and restricted interests/repetitive behaviors (American Psychiatric Association, 2013), the neurodiversity paradigm focuses on autism as a form of neurological diversity that may be central to a person's identity. The purpose of this study was to pilot the Autism Understanding Tool for Introspection and Evaluation (AUTIE) as a means to encourage and examine speech–language pathologists' (SLPs) reflections on autism.\u0000 \u0000 \u0000 \u0000 We utilized purposeful maximum variation sampling to recruit nine SLPs (one being a graduate student) and administered a “think aloud” procedure with video conferencing to elicit their reflections while taking the AUTIE. Participant reflections were analyzed using three sequential phases of inductive thematic analysis.\u0000 \u0000 \u0000 \u0000 The analysis of 270 self-reflective comments led to eight key themes that were each associated with comments from four or more of the nine participating SLPs: (a) acknowledgment of divergent perspectives, (b) specification of environmental barriers, (c) importance of autistic identity, (d) questioning the concept of normality, (e) resolving tensions through person-centered care, (f) integrating multiple forms of expertise, (g) parallels with other marginalized identities, and (h) changes in views over time. We contextualized the themes by embedding examples within analytic narratives from two autistic SLP participants\u0000 \u0000 \u0000 \u0000 Results supported use of the AUTIE as a tool to elicit meaningful reflection about the divergent and evolving views of autism. Implications focused on the need to address this complex landscape both within our individualized clinical practice and our professional field at large.\u0000","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Foreign Language Learning 外语学习
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-01-01 DOI: 10.1097/tld.0000000000000332
Henry Angulo-Jiménez, Marisela Bonilla-López, Esteban Rojas-Ramírez
{"title":"Foreign Language Learning","authors":"Henry Angulo-Jiménez, Marisela Bonilla-López, Esteban Rojas-Ramírez","doi":"10.1097/tld.0000000000000332","DOIUrl":"https://doi.org/10.1097/tld.0000000000000332","url":null,"abstract":"\u0000 \u0000 Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL).\u0000 \u0000 \u0000 \u0000 We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL.\u0000 \u0000 \u0000 \u0000 Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects.\u0000 \u0000 \u0000 \u0000 Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.\u0000","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Autism Through an Intersectional Neurodiversity Lens 从交叉神经多样性的角度看自闭症
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-01-01 DOI: 10.1097/tld.0000000000000335
{"title":"Autism Through an Intersectional Neurodiversity Lens","authors":"","doi":"10.1097/tld.0000000000000335","DOIUrl":"https://doi.org/10.1097/tld.0000000000000335","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Intersectional Neurodiversity 交叉神经多样性
IF 1.4 4区 医学
Topics in Language Disorders Pub Date : 2024-01-01 DOI: 10.1097/tld.0000000000000336
{"title":"Intersectional Neurodiversity","authors":"","doi":"10.1097/tld.0000000000000336","DOIUrl":"https://doi.org/10.1097/tld.0000000000000336","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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