EBP briefs最新文献

筛选

英文中文

Assessing for Developmental Language Disorder in the Context of African American English. 非裔美国人英语语境下的发展性语言障碍评估。

EBP briefs Pub Date : 2023-01-01

Isabelle Francois, Stefanie Lapka, Nan Bernstein Ratner, Monique T Mills

{"title":"Assessing for Developmental Language Disorder in the Context of African American English.","authors":"Isabelle Francois, Stefanie Lapka, Nan Bernstein Ratner, Monique T Mills","doi":"","DOIUrl":"","url":null,"abstract":"Clinical question: For young AAE speakers, how useful is the Developmental Sentence Scoring (DSS) compared with Index of Productive Syntax (IPSyn) in identifying developmental language disorder (DLD) in the presence of African American English (AAE)?Method: Structured Review.Study sources: PsycInfo®, Education Source, Education Resources Information Center (ERIC), Communication & Mass Media Complete (CMMC), PubMed, Scopus, ASHAWire.Search terms: (1) \"African American English\" OR \"African American Language\" OR \"African American Vernacular English\" OR \"Black English\" OR \"AAE\" OR \"AAVE\" AND (2) \"child\" AND (3) \"language assessment\" OR \"language testing\" OR \"speech evaluation\".Number of included studies: 3.Primary results: DSS and IPSyn appear to be dialect-neutral measures of morphosyntax in young AAE speakers. DSS was better able to detect morphosyntactic differences between children with typical language development (TLD) and children with DLD. DSS and its variant, Black English Sentence Scoring (BESS), appear to be clinically useful language sampling analysis tools.Conclusions: Available evidence suggests that DSS is a more useful clinical tool over IPSyn for evaluating DLD within the context of AAE because it provides the opportunity to evaluate mastery and accuracy of grammatical features and not only the presence of structures.","PeriodicalId":91072,"journal":{"name":"EBP briefs","volume":"16 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12421697/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042721","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}

引用次数: 0

Teaching reading to youth with fragile X syndrome: Should phonemic awareness and phonics instruction be used? 脆性X综合征青少年阅读教学:是否应该使用音素意识和自然拼读法?

EBP briefs Pub Date : 2015-03-01

Allison Randel, Suzanne Adlof, Jessica Klusek, Jane Roberts

{"title":"Teaching reading to youth with fragile X syndrome: Should phonemic awareness and phonics instruction be used?","authors":"Allison Randel, Suzanne Adlof, Jessica Klusek, Jane Roberts","doi":"","DOIUrl":"","url":null,"abstract":"Clinical question: Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills?Method: Systematic review.Study sources: PsycINFO.Search terms: Fragile X or Down Syndrome or Cognitive Impairment or Cognitive Deficit or Cognitive Disability or Intellectual Disorder or Intellectual Delay or Intellectual Disability or Mental Retardation AND Whole Word or Sight Word or Phonological Awareness or Phonics.Number of studies included: FXS = 0; DS = 6; ID = 17.Primary results: There are currently no published peer-reviewed treatment studies testing reading interventions for children with fragile X syndrome.Phonological awareness and reading outcomes are correlated in children with fragile X syndrome, similar to the pattern seen in typical development.There is converging empirical evidence that phonologically-based approaches, often included as part of a comprehensive program, can be beneficial with children and adolescents with other developmental disabilities, including Down syndrome, intellectual disabilities, and autism spectrum disorder.Conclusions: There is a need for more research to determine what types of reading interventions are beneficial when working with children with fragile X syndrome. Given the lack of published empirical research in this area, clinicians should rely on existing evidence-based treatment data and professional judgment when determining which course of treatment to implement.","PeriodicalId":91072,"journal":{"name":"EBP briefs","volume":"9 6","pages":"47-61"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4613795/pdf/nihms653713.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34286521","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}

引用次数: 0