Topics in Language Disorders最新文献_第6页

Targeting Communication Effectiveness in Adults Who Stutter 针对口吃成年人的沟通有效性

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/TLD.0000000000000270

C. Byrd, G. Coalson, Megan M Young

{"title":"Targeting Communication Effectiveness in Adults Who Stutter","authors":"C. Byrd, G. Coalson, Megan M Young","doi":"10.1097/TLD.0000000000000270","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000270","url":null,"abstract":"The purpose of this study was to examine the benefits of a treatment approach for adults who stutter that focuses on core communication competencies rather than attempt to modify speech fluency. Eleven adults who stutter completed a 12-week treatment program at The Arthur M. Blank Center for Stuttering Education and Research. Pre- and posttreatment measures included (a) self-reported cognitive and affective aspects of stuttering (Overall Assessment of the Speaker's Experience of Stuttering [OASES], Self-Perceived Communication Competence [SPCC], Devereux Adult Resilience Survey [DARS], and Self-Compassion Scale [SCS]) and (b) ratings of 9 core communication competencies by an unfamiliar clinician blind to pre/posttreatment status. Participants reported significant mitigation of the adverse impact of stuttering (OASES) and greater resilience (DARS) after treatment. Participants also demonstrated significant gains in 8 of the 9 clinician-perceived communication competencies. Lower pretreatment stuttering frequencies were not significantly associated with posttreatment gains in clinician-perceived communication competencies. Preliminary findings suggest that, similar to findings for children and adolescents who stutter in previous studies, significant psychosocial and communicative benefit can be obtained for adults who stutter following treatment designed to focus on communication effectiveness rather than fluency, and that these gains are not contingent on the participants' stuttering frequency prior to enrollment.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"42 1","pages":"76 - 93"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44529086","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: 8

Continuing Education Instructions and Questions 继续教育指导和问题

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000276

引用次数: 0

Why Stuttering Occurs: The Role of Cognitive Conflict and Control. 口吃发生的原因

IF 0.9 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000275

Evan R Usler

引用次数: 0

Understanding the Speaker's Experience of Stuttering Can Improve Stuttering Therapy. 了解说话者的口吃经历可以改善口吃治疗。

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000272

Seth E Tichenor, Caryn Herring, J Scott Yaruss

引用次数: 8

Stuttering: Beyond Disfluencies 结巴:超越不流利

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000273

引用次数: 0

Introduction to the Issue “Stuttering: Beyond Disfluencies” “口吃:超越不流利”专题简介

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2022-01-01 DOI: 10.1097/tld.0000000000000274

引用次数: 1

Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review. 幼儿双语学习者家长的早期识字策略：描述性研究和综合评论。

IF 1.8 4区医学

Topics in Language Disorders Pub Date : 2021-10-01 DOI: 10.1097/tld.0000000000000261

Mark Guiberson

{"title":"Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review.","authors":"Mark Guiberson","doi":"10.1097/tld.0000000000000261","DOIUrl":"10.1097/tld.0000000000000261","url":null,"abstract":"There is a large and growing population of dual language learners (DLLs) represented in early intervention programs in the United States, the majority of which are from Spanish-speaking families. In order to adequately serve these families, educators and speech-language pathologists must work closely with parents and provide them with culturally responsive strategies and activities that align with their language background and interaction styles. The purpose of this convergent parallel mixed methods study was to identify culturally consistent early literacy strategies specifically for parents of two- to three-year-old DLLs. Findings from a descriptive study that included 94 young DLLs and their parents engaged in a book reading task plus findings from an integrative literature review were converged to identify potential parent-implemented strategies that may support early literacy in young DLLs. From this process, a total of 26 strategies were identified in the categories of enhanced interaction, engagement with texts or storybooks, questioning behaviors, and other language enhancement. Fifteen of the strategies had compelling strength based on available work. Use of these strategies in pilot programs and future treatment studies is recommended.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 4","pages":"294-308"},"PeriodicalIF":1.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8809514/pdf/nihms-1724668.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39892943","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

Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment 言语病理学研究生在模拟环境中对英语学习者的提问策略

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000264

Hilal Peker, L. Rosa-Lugo

{"title":"Speech–Language Pathology Graduate Students' Questioning Strategies for English Learners in a Simulation Environment","authors":"Hilal Peker, L. Rosa-Lugo","doi":"10.1097/TLD.0000000000000264","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000264","url":null,"abstract":"Supplemental Digital Content is Available in the Text. The purpose of this pilot study was to examine TeachLivE simulation used by speech–language pathology graduate students (SLP GSs) to practice questioning strategies with English learners (ELs) at various language proficiency levels. Using a communities of practice theoretical framework, data were collected through an assignment in a core graduate-level course that focused on assessment/intervention of ELs with communication disorders. The SLP GSs were required to prepare leveled questions prior to a simulation experience, respond to a survey, modify questions, and apply leveled questions during the simulation. Their self-efficacy in questioning strategies before and after the simulation was quantitatively measured, and their lived experiences were examined in the qualitative part of the data analysis. Findings suggest that the SLP GSs demonstrated more confidence or self-efficacy in using leveled questions with advanced level ELs and needed further practice adjusting their questions for ELs across other language proficiency levels. Recommendations for using simulation to practice evidence-based strategies are provided.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"347 - 366"},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43337005","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

Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder 有发展性语言障碍风险的双语儿童的西班牙语和读写干预

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000263

Christine E. Fiestas, Mirza J. Lugo-Neris, Amy S. Pratt, E. Peña, L. Bedore

{"title":"Spanish Language and Literacy Intervention for Bilingual Children at Risk for Developmental Language Disorder","authors":"Christine E. Fiestas, Mirza J. Lugo-Neris, Amy S. Pratt, E. Peña, L. Bedore","doi":"10.1097/TLD.0000000000000263","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000263","url":null,"abstract":"Supplemental Digital Content is Available in the Text. This pilot study evaluates the feasibility of an integrated intervention titled Language and Literacy Together developed to target semantic and narrative skills in bilingual children at risk for developmental language disorder (DLD). Thirteen first-grade bilingual children who scored in the risk range for DLD on the Bilingual English Spanish Oral Screener received intervention. Children completed pretest and posttest evaluations of semantics and narrative comprehension and production in Spanish and English. Intervention participants demonstrated significant gains in both semantics and narrative skills, in both the language of the intervention (Spanish) and in English. The largest gains were observed for Spanish narrative comprehension and English narrative production. The Spanish Language and Literacy Together intervention appears a feasible approach for improving bilingual children's semantic skills and supporting generalization to narrative comprehension and production skills, which underpin literacy. Gains in both languages suggest evidence of cross-language transfer.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":"41 1","pages":"309 - 321"},"PeriodicalIF":1.4,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43567962","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: 1

In This Together 在一起

IF 1.4 4区医学

Topics in Language Disorders Pub Date : 2021-10-01 DOI: 10.1097/TLD.0000000000000265

Barbara J. Ehren, L. Rosa-Lugo, Audrey D. P. Hagan

引用次数: 1