Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)最新文献

{"title":"The Relationship between Clinical Measures of Dysphagia, Self-Reported Symptoms, and Cognition in People with Parkinson's Disease.","authors":"Sarah Perry, Daniel Myall, Tim Anderson","doi":"10.1159/000551183","DOIUrl":"https://doi.org/10.1159/000551183","url":null,"abstract":"<p><strong>Introduction: </strong>This cross-sectional study sought to examine the relationship between cognitive function and dysphagia-related outcomes in people with Parkinson's disease (PD), describe how objective dysphagia measures relate to swallowing self-report, and identify potential cognitive predictors of dysphagia in people with PD.</p><p><strong>Methods: </strong>Fifty-two people with PD underwent prospective measurement of subjective (EAT-10 questionnaire) and objective (timed water- and cracker-swallowing tests) swallowing outcomes. These were compared to global cognitive scores extrapolated from neuropsychological tests completed within the same day or week. Bayesian regression models were constructed to assess the relationship between swallowing and cognitive outcomes, controlling for disease severity.</p><p><strong>Results: </strong>The majority of participants (71%) had normal cognition and 43% had EAT-10 scores, suggesting a risk of dysphagia. Findings revealed no relationships between cognition and objective or subjective swallowing outcomes. However, there was a main effect of water-swallowing time on dysphagia self-report (beta = 0.1, 95% credible interval [CrI] [0.04, 0.2]), and an interaction between water-swallowing time, dysphagia self-report and cognition (beta = 0.1, 95% CrI [0.01, 0.2]). Reduced cognition did not appear to be a risk factor for dysphagia in this study.</p><p><strong>Conclusion: </strong>Water-swallowing ability appears to impact how patients report their swallowing to a greater extent than cracker-swallowing; thus, it may be an important component to include in clinical assessment and post-treatment measurement. From a clinical perspective, dysphagia should not be ruled out in patients with intact cognition who deny swallowing changes, given a lack of evidence for a relationship between these variables. Future work in this area should include measures of depression, anxiety, and instrumental swallowing function.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-11"},"PeriodicalIF":0.7,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147794713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multilingual Parents' Experiences of an Early Language and Literacy Intervention: A Qualitative Study Using the Behaviour Change Wheel.","authors":"Hanna Dyne, Ingrid Henriksson, Christina Persson, Emilia Carlsson","doi":"10.1159/000552090","DOIUrl":"10.1159/000552090","url":null,"abstract":"<p><strong>Introduction: </strong>Early language development is shaped by both biological and environmental factors. Parent-mediated interventions promoting shared reading and interaction can enhance the home language environment and children's language skills. To achieve this, interventions need to facilitate behaviour change in the home environment. The intervention Språkstart Halland supports early language development through gift packs and guidance from library staff, delivered during home visits at 6 and 11 months and via preschools at age 3. This study aims to (1) explore experiences of Språkstart Halland among parents with a first language other than Swedish and (2) based on these results explore the intervention's potential to promote behaviour change using the Behaviour Change Wheel framework.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted with fifteen parents; interpreters were used as needed. Data were analysed using qualitative content analysis. In a second step, the resulting categories were further interpreted using the Behaviour Change Wheel (BCW) framework.</p><p><strong>Results: </strong>Three main categories were identified: (1) \"Greater opportunities for language learning in various languages through increased knowledge and accessible tools and strategies\"; (2) \"Valued support beyond expectations - the social context is instrumental\"; and (3) \"Seeking ways to be a parent in a new socio-cultural context.\" The BCW analysis indicated that the intervention addressed all components defined in the framework to influence behaviour: motivation, capability, and opportunity.</p><p><strong>Conclusion: </strong>The intervention has potential to enhance language-stimulating activities in multilingual homes.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-18"},"PeriodicalIF":0.7,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13309079/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147731153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Early Literacy Skills for Autistic Children Who Use High-Tech AAC: Effects of a Parent-Delivered Intervention.","authors":"Jessica Caron, Salena Babb, Tara O'Neill Zimmerman, Anicia Anderson","doi":"10.1159/000551882","DOIUrl":"10.1159/000551882","url":null,"abstract":"<p><strong>Introduction: </strong>Literacy skills contribute to meaningful societal participation and maximize expressive language for augmentative and alternative communication (AAC) users; however, AAC users continue to experience pervasively low levels of literacy achievement. Many extrinsic factors related to the instructional approaches, such as reliance on oral responding and the need for extensive retrofitting of materials, create significant barriers to literacy instruction for AAC users. There is a need for innovative, evidence-informed literacy interventions that incorporate adaptations and systematic instruction to improve outcomes for this population.</p><p><strong>Methods: </strong>A single case experimental design with a multiple baseline across participants design was used to investigate the effects of the ALL app, implemented by trained parents, on the acquisition and generalization of three phonics-based early literacy skills (i.e., letter-sound correspondenses, sound blending, and sight words), with three children who had minimal or no speech and used high-tech AAC. The ALL app was implemented by parents who were virtually trained, and progress was monitored remotely by researchers. Social validity data were also collected from parents.</p><p><strong>Results: </strong>All participants demonstrated progress in the three skills targeted, as well as generalization in sound blending, demonstrated by effect sizes from large to very large. The intervention was also efficient, with these gains occurring with only 10 weeks of instruction. These gains are notable given that the participants each entered the intervention knowing less than ten sight words and less than five letter sounds. Perception data from the parents are also shared.</p><p><strong>Conclusion: </strong>Future research and practice should aim to provide simultaneous instruction in foundational and interrelated literacy skills, support motivation and participation of AAC users through use of adaptations and numerous opportunities to apply skills in the context of meaningful shared literacy experiences, and use parent-implemented, direct instruction with explicit practice of target skills.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-18"},"PeriodicalIF":0.7,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes of Multilingual Individuals toward Stuttering and Cluttering: Evidence from University Foreign Language Majors.","authors":"Ran An, Judith D Oxley, Kenneth O St Louis","doi":"10.1159/000551807","DOIUrl":"10.1159/000551807","url":null,"abstract":"<p><strong>Introduction: </strong>This study assessed multilingual individuals' attitudes toward stuttering and cluttering, using Chinese university foreign language majors as a sample. It employed the standardized Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) and the Public Opinion Survey of Human Attributes-Cluttering (POSHA-Cl). It further examined whether multilingual background and survey format influenced participants' attitudes.</p><p><strong>Methods: </strong>A total of 222 foreign language majors from three northeastern Chinese universities participated. Each university's cohort was randomly assigned to complete either the POSHA-S, POSHA-Cl, or a combined version of the instrument. The questionnaires, validated in Simplified Chinese, assessed participants' attitudes toward stuttering and cluttering by measuring domains such as beliefs and self-reactions. Statistical analyses included descriptive statistics and group comparisons, referencing published data from other Chinese student groups and international databases.</p><p><strong>Results: </strong>Foreign language majors generally held less positive and less informed attitudes toward stuttering and cluttering than international averages. Knowledge and experience related to stuttering and cluttering were relatively limited, and Accommodating/Helping scores ranked near the bottom of the international POSHA-S database and POSHA-Cl database, with misconceptions about the causes of these conditions and appropriate sources of help also evident. These patterns were reflected in this sample's consistently low scores and percentile rankings when compared with international benchmarks. Attitudes among foreign language majors were similar to those reported for other Chinese university students in general majors but were less positive than those of Chinese speech-language pathology students reported in previous domestic studies. The survey format (separate vs. combined POSHA-S and POSHA-Cl) had no effect on attitude scores.</p><p><strong>Conclusion: </strong>Multilingual education alone may not foster greater acceptance of communicative diversity; broader cultural and educational factors, such as societal emphasis on standard language and limited exposure to neurodiversity, may play a more influential role. The findings highlight the need for targeted education and greater inclusion of neurodiversity concepts in higher education to reduce stigma and promote acceptance.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-14"},"PeriodicalIF":0.7,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Metal\" and \"Density\" in Phonation according to Complete Vocal Technique: Double-Case Study with Special Reference to Vocal Efficiency and Economy.","authors":"Mari Leppävuori, Tero Ikävalko, Mathias Aaen, Cathrine Sadolin, Paavo Alku, Anne-Maria Laukkanen","doi":"10.1159/000550742","DOIUrl":"10.1159/000550742","url":null,"abstract":"<p><p><p>Introduction: In Complete Vocal Technique (CVT), \"metal\" and \"density\" are used as auditory-perceptual concepts to characterize voice quality. Previous studies have explored acoustic, electroglottographic (EGG), and vocal tract-related patterns associated with different metal and density conditions. However, no studies to date have examined how these qualities are reflected in aerodynamic measurements or the glottal flow waveform. This exploratory analysis aimed to provide insights into the concepts of metal and density. The goal was to gain an understanding of how varying degrees of metal and density are reflected in acoustic, EGG, aerodynamic, and glottal inverse-filtering parameters, as well as in vocal efficiency and economy parameters.</p><p><strong>Methods: </strong>Two CVT-trained singers (male and female) were recorded while performing consonant-vowel syllables at three pitches across four CVT vocal modes with varying \"metal\" and \"density\" conditions. Subglottal pressure (P_sub), oral airflow (Q), EGG, and acoustic voice signals were recorded. Contact quotient (CQ) from EGG and an estimate of glottal resistance (GR) were calculated. Glottal flow waveform was studied with inverse filtering. Vocal efficiency and EGG-based estimator of vocal economy (quasi-output-cost ratio [QOCR]) were calculated. Samples were rated for auditory perception of strain by two expert groups with different educational backgrounds.</p><p><strong>Results: </strong>Metallic phonation displayed higher sound pressure level (SPL), P_sub, GR, CQ, vocal efficiency (p < 0.001), and lower Q (p < 0.001) and QOCR (p = 0.009) than nonmetallic phonation. Out of glottal parameters, harmonic richness factor was higher and H1-H2 and NAQ lower in metallic phonation. Compared to fuller density, reduced density exhibited lower SPL, P_sub, Q, vocal efficiency (p < 0.001), CQ (p = 0.044), AC flow, and MFDR, and higher QOCR (p = 0.055) and NAQ. Strain was rated higher in metallic samples than in nonmetallic samples by vocologists and speech-language pathologists (p < 0.001).</p><p><strong>Conclusion: </strong>The examined parameters distinguished between nonmetallic and metallic phonation as well as between reduced density and fuller density conditions. While metal and density share common measures, they appear to form their own specific profiles. Larger sample sizes are needed to refine these preliminary findings. Indicators of vocal economy warrant further investigation. </p>.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-17"},"PeriodicalIF":0.7,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13341094/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Language Dominance, Type of Language, and Narrative Task on Speech Disfluencies in Typically Fluent Bilingual English-Mandarin Children.","authors":"Valerie P C Lim, Ai Leen Choo, Rosalee C Shenker, Zheng Junwei, Yi Lin Chia, Insyirah S Ikhbal, Carine H M Yap","doi":"10.1159/000550426","DOIUrl":"10.1159/000550426","url":null,"abstract":"<p><strong>Introduction: </strong>Speech disfluencies observed across multiple languages may reflect typical patterns of bilingual development rather than clinical stuttering, prompting a growing need to establish diagnostic criteria to improve the accuracy of stuttering assessment in bilingual individuals. While recent studies have begun to characterise normative disfluency patterns in fluent bilinguals, the manifestation of such disfluencies in languages such as Mandarin remains underexplored. This study investigates the frequency and type of disfluencies in typically developing bilingual children who speak English and Mandarin, and examines how language dominance, language type and narrative task demands influence their disfluency profiles.</p><p><strong>Method: </strong>Thirty-six English-Mandarin speaking children comprising 16 balanced bilinguals (M_age = 5.61 years) and 20 English-dominant bilinguals (M_age = 5.56 years) were recruited from various kindergartens. Speech samples were collected across two narrative RETELL tasks (with and without visual guide) and in two languages (English and Mandarin) and were analysed for stuttering-like disfluencies (SLDs), non-stuttering-like disfluencies (NSLDs) and total disfluencies (TDs).</p><p><strong>Results: </strong>Approximately 55-65% of the bilingual English-Mandarin children in this study were found to exceed the monolingual diagnostic criteria for SLD, NSLD, and TD in at least one speech sample. However, only a subset of children surpassed the thresholds across all measures. Monosyllabic word repetitions and revisions were among the most common SLD and NSLD, respectively. No significant differences in SLD, NSLD, and TD were found between English-dominant and balanced bilinguals. While SLD did not appear to be influenced by language or task type, the frequency of NSLD and TD was found to be significantly higher in Mandarin and during narrative RETELL without visual guide.</p><p><strong>Conclusion: </strong>The results demonstrate that bilingual children can produce disfluency patterns that are quantitatively and qualitatively different from monolingual and other bilingual populations. Clinically, this highlights the need for bilingual-specific diagnostic frameworks that account for language context, task demands, and different bilingual profiles.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-19"},"PeriodicalIF":0.7,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13412214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147518334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translation, Cross-Cultural Adaptation, and Validation of the Swallowing Outcomes after Laryngectomy Questionnaire in Serbian.","authors":"Jelena Sotirović, Maša Petrović, Nenad Baletić, Ljubomir Pavićević, Aleksandar Dimić, Ognjen Čukić, Aleksandar Perić, Milanko T Milojević, Danijela Dragičević","doi":"10.1159/000551715","DOIUrl":"10.1159/000551715","url":null,"abstract":"<p><strong>Introduction: </strong>Total laryngectomy (TL) is a standard curative procedure for advanced laryngeal and hypopharyngeal malignancies. A common but often underestimated complication post-TL is oropharyngeal dysphagia, which can lead to weight loss, nutritional deficiencies, and reduced quality of life. The Swallowing Outcome after Laryngectomy (SOAL) questionnaire is a 17-item self-administered tool designed to assess swallowing function in TL patients. This study aimed to translate, culturally adapt, and validate the SOAL questionnaire for use in Serbian-speaking populations.</p><p><strong>Methods: </strong>A standardized forward-backward translation methodology was employed to adapt the SOAL questionnaire into Serbian. The study included 136 participants: 69 post-TL patients and 67 healthy controls. Psychometric properties of the Serbian version were evaluated, including construct validity through exploratory factor analysis, internal consistency using Cronbach's alpha, and reliability through item-total correlations.</p><p><strong>Results: </strong>Significant differences were observed in total SOAL scores between TL patients (mean 6.33 ± 5.19) and controls (mean 0 ± 0; p < 0.001), confirming discriminant validity. Exploratory factor analysis revealed five components, illustrating the multidimensional nature of swallowing issues post-TL. The Serbian SOAL demonstrated high internal consistency (Cronbach's alpha = 0.849) and strong item-total correlations, supporting the reliability of the instrument.</p><p><strong>Conclusion: </strong>The Serbian version of the SOAL questionnaire is a valid and reliable tool for evaluating swallowing outcomes in patients following TL. Its strong psychometric properties support its use in clinical and research settings for Serbian-speaking populations.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-8"},"PeriodicalIF":0.7,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147518312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attention Networks and Speech Disfluencies among Monolingual Dutch and Bilingual Dutch-Turkish Speaking Children: A Pilot Study.","authors":"Gizem Aslan, Kurt Eggers","doi":"10.1159/000551501","DOIUrl":"10.1159/000551501","url":null,"abstract":"<p><strong>Introduction: </strong>This pilot study investigated whether attention skills influence speech disfluencies in school-aged children, comparing monolingual Dutch (MONO) speakers and bilingual Dutch-Turkish speakers (BIL). Disfluencies frequently arise from heightened cognitive load and the planning demands of speech production. Given that bilingualism may impose additional attentional demands, we examined whether attention skills predict disfluency patterns across BIL's languages and how language dominance affects these patterns in bilinguals.</p><p><strong>Methods: </strong>A total of 34 typically developing children (17 MONO and 17 BIL) participated. Speech samples were elicited through narrative retelling and spontaneous conversation in Dutch and, for bilinguals, also in Turkish. Disfluencies were coded using the Illinois Disfluency Classification System, distinguishing between stuttering-like disfluencies (SLD) or other disfluencies (OD). Attention was assessed via the Attention Network Test, measuring alerting, orienting, and executive control. Linear mixed-effects models evaluated associations between attention networks and disfluency rates across groups and languages.</p><p><strong>Results: </strong>Speech elicitation task type significantly influenced disfluency patterns. Retelling a story elicited more SLD, while spontaneous speech elicited more OD. Within BIL, language dominance did not significantly affect disfluency rates. Attention networks did not significantly predict the production of SLD and OD in Dutch in either language group. However, better alerting and executive control scores were associated with fewer OD in the BIL's (non)dominant language.</p><p><strong>Conclusion: </strong>The results suggest that attention may not be a primary factor that determines disfluency patterns, pointing to a more complex interaction between cognitive and linguistic factors. Future research should include larger, more diverse samples and additional cognitive measures to clarify these relationships.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-21"},"PeriodicalIF":0.7,"publicationDate":"2026-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147461312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Subdomains in Children on the Autism Spectrum: Cross-Sectional Study of Morphologically Rich Language.","authors":"Klara Popčević, Jasmina Ivšac Pavliša, Gordana Hržica","doi":"10.1159/000551436","DOIUrl":"10.1159/000551436","url":null,"abstract":"<p><strong>Introduction: </strong>Children on the autism spectrum (AS) show considerable individual differences in language development. It remains unclear whether their lexical and grammatical skills develop in a typical pattern, with or without delays in both domains, or whether they exhibit an atypical language profile in which lexical and grammatical development are differentially affected. Since most existing studies involve English-speaking children, the relationship between these language domains in morphologically rich languages such as Croatian remains underexplored. In morphologically rich languages, grammatical meaning is predominantly encoded morphologically, resulting in high variability of word forms. The aim of this study was to examine the relationship between lexical and grammatical (morphological and syntactic) skills in Croatian-speaking children on the AS and to determine whether they display a typical or atypical language profile.</p><p><strong>Method: </strong>The study employed a cross-sectional design. The sample consisted of 30 children on the AS and 30 vocabulary-matched typically developing (TD) two-year-old children. Lexical, morphological, and syntactic abilities were assessed using parent reports, and data were analyzed both within and between the groups.</p><p><strong>Results: </strong>Significant positive correlations were found between vocabulary and grammatical measures in both groups, with no significant differences in grammatical abilities between vocabulary-matched AS and TD children. Although both groups demonstrated more advanced lexical than morphological abilities, this pattern reflects typical Croatian language acquisition rather than a characteristic specific to AS.</p><p><strong>Conclusion: </strong>The findings support the hypothesis of a typical, though often delayed, language profile in children on the AS, in which grammatical development follows lexical growth. The grammatical development of children on the AS acquiring a morphologically rich language did not differ from that of younger vocabulary-matched TD peers. These results underscore the importance of assessing and targeting both vocabulary and grammar in parallel during early intervention for children on the AS.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-12"},"PeriodicalIF":0.7,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13160503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Delivering a Voice Education Program to School-Age Children through the Lens of Science, Technology, Engineering, and Mathematics.","authors":"Estella P-M Ma, Irene Y-L Li, Crystal W-N Yuen, William M-Y Cheung","doi":"10.1159/000551246","DOIUrl":"10.1159/000551246","url":null,"abstract":"<p><strong>Introduction: </strong>Voice problems are common among school-age children. This study evaluates the effectiveness of a voice education program named \"Green Voice Scientist\" for school-age children.</p><p><strong>Methods: </strong>Forty primary school students participated in a voice education program to learn about voice care and vocal hygiene concepts. The concepts were presented through the lens of science, technology, engineering and mathematics.</p><p><strong>Results: </strong>Results suggested that the voice education program was effective in enhancing students' voice care knowledge and in increasing their interest toward science and technology.</p><p><strong>Conclusion: </strong>The study provided empirical data to support implementation of \"Green Voice Scientist\" educational program in school settings.</p>","PeriodicalId":520626,"journal":{"name":"Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)","volume":" ","pages":"1-9"},"PeriodicalIF":0.7,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13061395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147314530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}