Topics in Language Disorders最新文献_第10页

Personalized Early AAC Intervention to Build Language and Literacy Skills: A Case Study of a 3-Year-Old with Complex Communication Needs. 建立语言和识字技能的个性化早期AAC干预：一个有复杂沟通需求的3岁儿童的案例研究。

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-01-01

Janice Light, Allison Barwise, Ann Marie Gardner, Molly Flynn

{"title":"Personalized Early AAC Intervention to Build Language and Literacy Skills: A Case Study of a 3-Year-Old with Complex Communication Needs.","authors":"Janice Light, Allison Barwise, Ann Marie Gardner, Molly Flynn","doi":"","DOIUrl":"","url":null,"abstract":"Personalized AAC intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially relevant to AAC intervention for young children with complex communication needs given their unique constellations of strengths and challenges, and the qualitative and quantitative changes that they experience over time as they develop, as well as the diversity of their families, schools, and communities. This paper provides detailed documentation of personalized AAC intervention over a six-month period for a 3-year-old girl with developmental delay and complex communication needs. The paper describes (1) personalization of multimodal AAC supports to provide this child with the tools to communicate; (2) personalized intervention to build semantic and morphosyntactic skills; and, (3) personalized instruction in literacy skills (i.e., letter-sound correspondences, sound blending, decoding, sight word recognition, reading simple stories, reading comprehension, and encoding skills). Specific goals, instructional materials, and procedures are described; data on speech, language, and literacy outcomes are presented.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8375506/pdf/nihms-1699201.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39347478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personalized AAC Intervention to Increase Participation and Communication for a Young Adult with Down Syndrome. 个性化的AAC干预增加唐氏综合症青年的参与和交流。

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-01-01

Salena Babb, Sojung Jung, Ciara Ousley, David McNaughton, Janice Light

{"title":"Personalized AAC Intervention to Increase Participation and Communication for a Young Adult with Down Syndrome.","authors":"Salena Babb, Sojung Jung, Ciara Ousley, David McNaughton, Janice Light","doi":"","DOIUrl":"","url":null,"abstract":"Many adults with Down syndrome (DS) experience difficulty with speech production, and intelligibility challenges and communication breakdowns are common. Augmentative and alternative communication (AAC) intervention can provide important supports for persons with these complex communication needs, but must be customized to address the goals, strengths, and needs of the individual. This article provides a description of a personalized AAC intervention for a young adult with DS whose speech was frequently unintelligible. The AAC intervention made use of a video visual scene display (VSD) approach, and was investigated in two separate studies in two key community settings: An inclusive post-secondary education program (a single-case reversal ABAB design), and a community shopping activity (a non-experimental AB case study design). The participant demonstrated sharp increases in successful communication and participation in both settings following the introduction of the video VSD, and both the participant and key stakeholders viewed the intervention positively. The results provide preliminary evidence that personalized AAC intervention, including the use of a video VSD approach, can provide important supports for communication and participation in community settings for adults with DS and complex communication needs.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8375492/pdf/nihms-1698481.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39347480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personalization of Visual Scene Displays: Preliminary Investigations of Adults with Aphasia, Typical Females across the Age-Span, and Young Adult Males and Females. 视觉场景展示的个性化:对成年失语症患者、不同年龄段的典型女性以及年轻成年男性和女性的初步调查。

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-01-01

David R Beukelman, Amber Thiessen, Susan Koch Fager

{"title":"Personalization of Visual Scene Displays: Preliminary Investigations of Adults with Aphasia, Typical Females across the Age-Span, and Young Adult Males and Females.","authors":"David R Beukelman, Amber Thiessen, Susan Koch Fager","doi":"","DOIUrl":"","url":null,"abstract":"Visual scene displays (VSDs) are becoming an increasingly popular method of message representation within augmentative and alternative communication (AAC) supports; however, design factors can influence the effectiveness of these images as communication supports. One issue that has come to light in recent years is the fact that selecting personalized VSDs, which depict the person with complex communication needs or an individual with whom they are familiar, are preferred over generic VSDs, which depict unfamiliar individuals. Although personalization is likely an important factor in the usability of VSDs, these images may be difficult for clinicians to obtain. As such, compromises must be identified. The purpose of this study was to explore the effects of controlling personal relevance factors (i.e., age and gender of the people depicted in generic VSDs) on the image preference patterns of adults with and without aphasia. Results from three very preliminary study summaries indicate that gender and age are both mitigating factors in image preference, as males tended to indicate preference for VSDs containing males over those containing females. In addition, females tended to indicate preference for females of a similar age depicted in VSDs.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8375495/pdf/nihms-1698488.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39334468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties 基于证据的语言障碍儿童课堂读写教学

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/TLD.0000000000000233

G. Gillon, Brigid C McNeill, A. Denston, Amy Scott, A. Macfarlane

引用次数: 9

Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing 多层叙事语言口语教学对阅读理解和写作的影响

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/TLD.0000000000000227

Douglas B. Petersen, Meredith W. Mesquita, T. Spencer, Jessica Waldron

{"title":"Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing","authors":"Douglas B. Petersen, Meredith W. Mesquita, T. Spencer, Jessica Waldron","doi":"10.1097/TLD.0000000000000227","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000227","url":null,"abstract":"This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and small-group oral narrative language intervention that required students to retell increasingly complex stories that were strategically crafted to include academic language typically found in grade-level reading material. Story grammar, causal adverbial subordinate clauses, elaborated noun phrases, adverbs, and the acquisition of word meanings through context were explicitly taught. Students' performance on proximal measures of oral narrative retells, as well as distal measures of reading comprehension and writing, was assessed at pretest and posttest. Statistically significant differences between the treatment and control groups were found on all outcome measures using nonparametric analyses. Large- and small-group multitiered oral narrative instruction improved not only oral narrative language but also reading comprehension and written composition.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530493","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: 3

Treatment Approach Considerations for Children With Speech Sound Disorders in School-Based Settings 在学校环境中对儿童语音障碍治疗方法的思考

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/TLD.0000000000000229

Kathryn L. Cabbage, Shari L. DeVeney

{"title":"Treatment Approach Considerations for Children With Speech Sound Disorders in School-Based Settings","authors":"Kathryn L. Cabbage, Shari L. DeVeney","doi":"10.1097/TLD.0000000000000229","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000229","url":null,"abstract":"Clinicians providing intervention for pediatric speech sound disorders (SSDs) have many treatment approach options from which to select. Because treatment needs vary across children based on many factors including the error type(s) present and patterns of deficit noted, these factors need to be considered early in the therapeutic process to find the best-suited approach. In this article, the authors describe and contrast a traditional motor articulatory-based approach with phonologically-based approaches including cycles, contrast therapies (e.g., minimal pairs, maximal oppositions, and multiple oppositions), and complexity through presentation of hypothetical case studies, updated summaries of the evidence base for each, and a summary of current research limitations for informing clinical practice. Although children with SSDs are ubiquitous in pediatric clinical caseloads, familiarity or lack thereof with the evidence base supporting different approaches potentially limits speech production outcomes for children receiving speech services. Even so, limitations in the evidence base constrain practical application of a given approach to daily therapeutic interactions.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42468689","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

Applying Evidence-Based Practices in School-Based Speech and Language Therapy 循证实践在学校言语治疗中的应用

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/tld.0000000000000234

引用次数: 0

Topics in Language Disorders Adopts Guidelines for Transparency and Openness Promotion in Journal Policies and Practices; Katharine G. Butler Trailblazer Award 《语言障碍专题》通过了《期刊政策和实践促进透明度和开放性指南》;凯瑟琳·巴特勒开拓者奖

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/tld.0000000000000236

引用次数: 0

Spelling as Part of the Writing Process in Intermediate-Grade Students 初中生写作过程中的拼写问题

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/TLD.0000000000000231

Anthony D. Koutsoftas, Pradyumn Srivastava, Sarah B. Harris

{"title":"Spelling as Part of the Writing Process in Intermediate-Grade Students","authors":"Anthony D. Koutsoftas, Pradyumn Srivastava, Sarah B. Harris","doi":"10.1097/TLD.0000000000000231","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000231","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Spelling is an important skill that requires knowledge of phonology, morphology, and orthography, as well as strong visual memory. In this study, we introduce a spelling coding rubric that accounts for different knowledge types needed for spelling and can be used to describe error patterns for both encoding and decoding as part of the writing process. Eighty participants wrote a first draft and final copy of a narrative generated with extended time over 3 days. Spelling error patterns from these samples were coded using the spelling coding rubric, which was informed by prior research. Approximately 2% of words were misspelled, and the frequency of error types across error codes was similar on first drafts and final copies and required that all 15 error codes be applied to writing samples. Interrater agreement for coding errors was acceptable. The spelling coding rubric described the spelling error patterns in the writing samples while accounting for spelling knowledge in a usable way for educators. Clinical implications and future directions of this research are discussed.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663132","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

Embedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language Therapy 在基于学校的语言治疗中嵌入基于证据的实践来解决读写问题

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2020-10-01 DOI: 10.1097/TLD.0000000000000228

Sherine R. Tambyraja, M. Schmitt

引用次数: 2