多语儿童语音障碍的诊断方法。

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Karla N Washington, Kathryn Crowe, Sharynne McLeod, Kate Margetson, Nicole B M Bazzocchi, Leslie E Kokotek, Pauline van der Straten Waillet, Thora Másdóttir, Marc D S Volhardt
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引用次数: 0

摘要

目的:多语言儿童的语音障碍(SSD)的识别对许多语言病理学家(slp)来说是一个挑战。这可能是由于缺乏临床资源来准确识别多语儿童的SSD,就像识别单语儿童一样容易。本文的目的是描述多语言语音习得的特征,为未被充分研究的语言范式的说话者鉴别诊断SSD找到循证资源,并展示如何在不同的语言环境中实现文化响应实践。方法:对2 ~ 8岁多语儿童SSD的准确诊断方法进行了描述。使用的方法包括(a)考虑成人语言模型,(b)完成验证研究,以及(c)简化循证技术。这些方法应用于全球北方和全球南方国家的四种不同的语言范式(例如,牙买加的牙买加克里奥尔-英语;Vietnamese-English,澳大利亚;法语和其他语言,比利时;Icelandic-Polish冰岛)。强调了每种文化/语言环境中方法的文化响应性质以及这些方法的更广泛适用性。结果:本文概述了与方言特征相关的发现,描述功能性语音可理解性和生产准确性的工具的成功验证,以及在SSD诊断中应用的不同技术的效用。结论:文化响应方法为指导slp的诊断实践提供了一个有用的框架。然而,这些实践的成功应用最好在地方层面上根据语言、文化和地理环境进行操作。补充资料:https://doi.org/10.23641/asha.29090000。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Methods of Diagnosing Speech Sound Disorders in Multilingual Children.

Purpose: Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts.

Method: Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole-English, Jamaica; Vietnamese-English, Australia; French and additional languages, Belgium; Icelandic-Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches.

Results: Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined.

Conclusions: Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context.

Supplemental material: https://doi.org/10.23641/asha.29090000.

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来源期刊
Language Speech and Hearing Services in Schools
Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language
CiteScore
4.40
自引率
12.50%
发文量
165
期刊介绍: Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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