-
Development of Phonological Error Patterns in Arabic-Speaking Children in Jordan Commun. Disord. Q. (IF 0.764) Pub Date : 2024-04-12 Basem S. Marie, Laila K. Qanawati, Deema A. Zabalawi, Aya M. Ali, Fadi J. Najem
This study aims to identify the phonological error patterns of normally developing children who speak colloquial Jordanian Arabic dialect and to provide normative data for the age of suppression for each phonological error pattern. One hundred fifty-four normally developing children (68 females and 86 males) ranging from 3 to 6.5 years were recruited from nurseries and kindergartens in the cities of
-
Inconsistent Phonological Disorder: A Case Report Commun. Disord. Q. (IF 0.764) Pub Date : 2024-03-30 Elizabeth Roepke, Angela Adrian, Olivia Lance, LeAnne Gildehaus
This case report describes a young child with inconsistent phonological disorder (IPD). The child presented with unintelligible speech. She made limited progress on individual speech production goals targeting phonological patterns over 4 years, remaining unintelligible. The child was diagnosed with IPD following an inconsistency assessment and motor speech assessment. She completed 16 weeks of Core
-
Building Inclusive Dispositions Within Interdisciplinary Training for Teachers of the Deaf and Speech-Language Pathologists Commun. Disord. Q. (IF 0.764) Pub Date : 2024-02-07 Sarah D. Wainscott
Effective services for students who are deaf or hard of hearing depend on uniquely skilled professionals who coordinate their support. University programs have developed interdisciplinary models, training different types of professionals together to equip them for work settings that are increasingly inclusive and collaborative. These training programs address standards-based knowledge and skills from
-
Across Time and Place: A Focused Review of Telepractice in ASHA Journals Commun. Disord. Q. (IF 0.764) Pub Date : 2024-02-07 Amy K. Peterson
With advances in technology and the COVID-19 Public Health Emergency (2020–2023), telepractice has become a prominent service delivery model. This study explores the evolution of telepractice service delivery research published by the American Speech-Language-Hearing Association (ASHA) and the impact of the COVID-19 Public Health Emergency on ASHA publications through searches of the ASHAWire database
-
Comprehension for Learners Who are Deafblind: Perspectives From Teachers, Interveners, and Parents Commun. Disord. Q. (IF 0.764) Pub Date : 2023-05-10 Christopher Brum, Susan M. Bruce
Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension deve...
-
Beyond the N400: Confirmed and Disconfirmed Lexical Predictions in Aging Commun. Disord. Q. (IF 0.764) Pub Date : 2023-05-10 Spyridoula Cheimariou, Laura M. Morett
One of the basic tenets of predictive theories of language processing is that of misprediction cost. Post-N400 positive event-related potential (ERP) components are suitable for studying mispredict...
-
Predictors of Language and Early Reading Development in Kindergarteners Using a Multidimensional Screening Tool Commun. Disord. Q. (IF 0.764) Pub Date : 2023-05-10 Barbara L. Ekelman, Debra A. Dutka, Katherine Fox, Islamiat Adamoh-Faniyan, Astrid Pohl Zuckerman, Barbara A. Lewis
The purpose of this study was to identify kindergarteners at risk for language and reading disorders and to determine predictors. A representative sample of 311 kindergarteners in general education...
-
Reliability and Concurrent Validity of a Cultural Adaptation and Northern Sotho Translation of the M-CHAT-R/F Commun. Disord. Q. (IF 0.764) Pub Date : 2023-05-10 Carlien Vorster, Alta Kritzinger, Loina Coetser, Jeannie Van der Linde
Currently, no culturally and linguistically adapted autism screening tools are available in South Africa. The aim was to determine the reliability and concurrent validity of the adapted English and...
-
SLPs’ Use of Mindfulness in Personal and Professional Contexts: A Follow-Up Study Commun. Disord. Q. (IF 0.764) Pub Date : 2023-04-28 Angela M. Medina, Jean S. Mead
A 3-year follow-up survey was sent to speech-language pathologists who completed a mindfulness program as part of their graduate studies. Findings indicated that 53% of the speech-language patholog...
-
Introducing Variability Into the Word Learning of Adults Commun. Disord. Q. (IF 0.764) Pub Date : 2023-03-28 Meredith Saletta Fitzgibbons, Amy Buros Stein
We inquired whether introducing variability into a word-learning task would facilitate, inhibit, or have a neutral effect on adults’ speech production and language learning. Twenty young adults wit...
-
Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs Commun. Disord. Q. (IF 0.764) Pub Date : 2023-03-28 Lisa M. Bowers, Samantha Robinson, Madilyn Metcalf
Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families ...
-
Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data Commun. Disord. Q. (IF 0.764) Pub Date : 2023-03-17 Fatma Alkaf, Mahmoud Mohamed Emam, Rashid Almehrizi, Ali-Mahdi Kazem, Gary A. Troia, Muna Al-Bulushi
This study investigated whether teachers’ observations of pragmatic language competence predict literacy skills (and the reverse) in students referred for reading disabilities in Oman. A sample of ...
-
The Effect of Self-Disclosure About Stuttering on Listener Perceptions Commun. Disord. Q. (IF 0.764) Pub Date : 2023-03-17 Gauri Pathak, Pallavi Kelkar
The study reported herein sought to explore the effect of self-disclosure about stuttering on listener perceptions of persons who stutter (PWS). Sixty young adults who do not stutter were divided i...
-
Culturally Responsive and Indigenous Language Strategies: Findings From a Scoping Review Commun. Disord. Q. (IF 0.764) Pub Date : 2023-03-17 Mark Guiberson, Christine B. Vining
This scoping review examined the existing research to identify culturally responsive and Indigenous language strategies. A five-stage scoping review methodology was applied to a multiple database s...
-
Neuromyelitis Optica Spectrum Disorder: Case Description and Information for Speech-Language Pathologists Commun. Disord. Q. (IF 0.764) Pub Date : 2023-01-24 Angela Burda, Courtney Banwart, Madison Engels, Heather Hogelucht, Lauren Lilly, Hallee Mingus, Deepthy Nair, Madison Simon
Neuromyelitis optica spectrum disorder (NMOSD) is an acquired neurological disorder primarily affecting physical and visual functioning. There is a lack of empirical evidence in the existing litera...
-
Teaching Language Sample Analysis to SLPs: A Descriptive Study Commun. Disord. Q. (IF 0.764) Pub Date : 2023-01-19 Sara C. Steele, L. Grace Gibbons, Elizabeth Leigh
Previous research has indicated the benefits of language sample analysis (LSA) as well as significant limitations to wide-scale, standardized implementation. The purpose of this project was to adva...
-
Speech-Language Pathologists and Culturally Competent Intervention Commun. Disord. Q. (IF 0.764) Pub Date : 2023-01-17 Anna Mixson, Megan-Brette Hamilton, Allison M. Plumb, Mary J. Sandage
This study explored speech-language pathologists’ (SLPs) demonstration of culturally responsive service provision when planning intervention. A fifteen-item survey revealed (a) SLPs consider cultur...
-
Interrater Reliability of the FOCUS-34: Parent-to-Parent and Parent-to-Clinician Commun. Disord. Q. (IF 0.764) Pub Date : 2023-01-12 Barbara Jane Cunningham, Peter Rosenbaum, Anastasia Nepotiuk, Nancy Thomas-Stonell
This brief report presents interrater reliability data for the Focus on the Outcomes of Communication Under Six (FOCUS-34) between parents, and between parents and speech-language pathologists (SLP...
-
A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence Commun. Disord. Q. (IF 0.764) Pub Date : 2022-11-18 Adina Shamir, Oren Tova, Shay Horovitz, Nicole Munits, Moris Amon, Sigal Eden
This preliminary study aimed to examine improvement in eye contact among children with autism spectrum disorder (ASD) following an innovative technological intervention integrated with meta-cogniti...
-
Where There Is an Echo, There Is an Intention: Understanding the Echolalia Phenomenon of Children With Epilepsy and Autism Commun. Disord. Q. (IF 0.764) Pub Date : 2022-11-03 Kun Yang
Echolalia is a typical feature of children with epilepsy and autism, but whether it is pathological is still controversial. This article aims to explore the contentious issue of echolalia based on ...
-
Camouflaging in Developmental Language Disorder: The Views of Speech and Language Pathologists and Parents Commun. Disord. Q. (IF 0.764) Pub Date : 2022-09-19 Hannah M. Hobson, Annabel Lee
Camouflaging describes behaviors that cover up neurodivergent difficulties. While researched in autism, camouflaging has received no systematic study in other conditions affecting communication, in...
-
Morphological Knowledge and Self-Efficacy of SLPs and Educators Commun. Disord. Q. (IF 0.764) Pub Date : 2022-09-17 Keisey Fumero, Carla Wood
The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development a...
-
Professional Training and Therapeutic Resources Needed for the Adoption of Telepractice in the Philippines Commun. Disord. Q. (IF 0.764) Pub Date : 2022-08-29 Kembell Gaw Lentejas, Joseph Hin Yan Lam, Shelley Xiuli Tong
With the COVID-19 pandemic necessitating the adoption of telepractice for providing speech and language therapy services, this study investigated the factors affecting the perceptions and the imple...
-
Expressive Communication Over Time: A Longitudinal Analysis of the Project Core Implementation Model Commun. Disord. Q. (IF 0.764) Pub Date : 2022-08-29 Sofia Benson-Goldberg, Lori Geist, Karen Erickson
The purpose of this large-scale descriptive study was to investigate the impact of an implementation model designed to provide classroom teachers with the knowledge, skills, and resources required ...
-
Assessing Adolescent Metacognitive Skills to Support Transition Planning: Age-Related Change and Domain Specificity Commun. Disord. Q. (IF 0.764) Pub Date : 2022-08-26 Gerard H. Poll, Janis Petru
Metacognitive ability supports both self-regulated academic learning and effective social communication. It is critical to adolescents’ ability to successfully transition from secondary education t...
-
Development of Structural and Pragmatic Language Skills in Children With Attention-Deficit/Hyperactivity Disorder Commun. Disord. Q. (IF 0.764) Pub Date : 2022-08-11 Chrysoula Vassiliu, Angeliki Mouzaki, Faye Antoniou, Asimina M. Ralli, Vassiliki Diamanti, Sophia Papaioannou, Napoleon Katsos
The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting evidence on whether they face significant challenges, and if so, whether th...
-
Have You Heard of Developmental Language Disorder? An Online Survey Commun. Disord. Q. (IF 0.764) Pub Date : 2022-08-04 Jae-Hyun Kim, Benjamin Davies, Nan Xu Rattanasone
Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (AS...
-
Language-Specific Non-Words for the Assessment of Working Memory: Dealing With Bilingual Children Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-25 Eugen Zaretsky, Benjamin P. Lange
Bilingual children with a limited command of L2 often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO...
-
Microstructure and Macrostructure Measures of Written Narrative, Expository, and Persuasive Language Samples Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-21 Courtney M. Karasinski
This investigation identified dimensions of narrative, persuasive, and expository writing in Grades 1 to 12 and assessed the contribution of speech-language pathologists’ (SLPs) indices to scores on teachers’ 6 traits rubric. Findings could facilitate development of effective intervention programs for writing. A corpus of narrative, expository, and persuasive writing samples (N = 418) was analyzed
-
Frequency, Form, and Function of Dyadic Questions in Children With Autism: A CHILDES Corpus Study Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-21 Rhiannon Luyster, Isabella Leiwant, Sudha Arunachalam
Children’s questions to their caregivers—and caregivers’ questions to their children—play an important role in child development. For children on the autism spectrum, who often experience cognitive...
-
Making Sense of Word Reading Difficulties: Principles of Clinical Assessment Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-21 Richard P. Zipoli, Jr.
Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong know...
-
Tongue Root Configuration of the Apicoalveolar Trill /r/: An Ultrasound Imaging Study Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-20 Ahmed Rivera Campos, Suzanne E. Boyce, Fenfang Hwu, Brittany N. DeMott
Common descriptions of articulatory requirements for production of the alveolar trill /r/ mainly focus on describing the configuration of the anterior portions of the tongue, while in contrast, the more posterior parts receive limited attention. Understanding how the posterior portions of the tongue move is vital for understanding speech motor control, especially with regard to speech development.
-
Explicit Word Learning in Preschoolers From Families With High or Low Maternal Education Commun. Disord. Q. (IF 0.764) Pub Date : 2022-07-01 Elizabeth Spencer Kelley, Raina Bueno
The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were observed. At the second administration, children from
-
Assessing Inferencing Skills in Children Through the Lens of Dynamic Visual Narratives Commun. Disord. Q. (IF 0.764) Pub Date : 2022-06-17 Aysha Rooha, Malavika Anakkathil Anil, Jayashree S. Bhat, Gagan Bajaj, Apramita Deshpande
The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based
-
Creating Faithful Transcripts in Multilingual/Bimodal Interview Contexts Commun. Disord. Q. (IF 0.764) Pub Date : 2022-04-30 Amanda Howerton-Fox, Robert E. Kretschmer
This article details the transcription process we developed to handle bimodal and multilingual interview data collected during our research into the Teacher Language Awareness (TLA) of two high-quality teachers in a Swedish bilingual school for the deaf. Both teachers used a combination of spoken Swedish, spoken English, and Teckenspråk (Sweden’s signed language) during our interviews. Because the
-
Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists Commun. Disord. Q. (IF 0.764) Pub Date : 2022-04-11 Sara C. Steele, L. Grace Gibbons
This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages
-
Conversational Speech and Language Skills of Children Born Preterm and Full Term Commun. Disord. Q. (IF 0.764) Pub Date : 2022-04-11 Caitlin M. Imgrund, Breanna I. Krueger, Christie Getejanc
Preschoolers born preterm are at an increased risk for adverse neurodevelopmental outcomes; however, the impact of preterm birth on speech development has not been fully investigated. The primary objective of this study was to document the conversational speech production abilities of preschoolers born preterm via speech sample analysis. A secondary objective was to investigate the association between
-
Corrigendum to “Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study” Commun. Disord. Q. (IF 0.764) Pub Date : 2022-04-08
Choe, N., Shane, H., Schlosser, R. W., Haynes, C. W., & Allen, A. (2020). Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study. Communication Disorders Quarterly. DOI: 10.1177/1525740120976332
-
Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing Commun. Disord. Q. (IF 0.764) Pub Date : 2022-03-06 Bonita Squires, Elizabeth Kay-Raining Bird
Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children’s self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English
-
Self-Regulated Strategy Development for Writing: A Case Study of a Female With Autism Spectrum Disorder Commun. Disord. Q. (IF 0.764) Pub Date : 2022-03-02 Karissa J. Marble-Flint, Baylee L. Brown
An 11-year-old, fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (pick my idea, organize my notes, and write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does
-
Speech-Language Pathologists’ Orthographic Knowledge Commun. Disord. Q. (IF 0.764) Pub Date : 2022-02-21 Hannah Krimm, C. Melanie Schuele
This study quantified school speech-language pathologists’ (SLPs) orthographic knowledge (i.e., knowledge of spelling conventions). On average, SLPs (N = 48) answered 65% of the questions correctly on a measure of orthographic knowledge. SLPs need better preparation in written language structure to support reading acquisition in children with language disorders.
-
Perceptions and Experiences of Thai Parents Who Have a Child With a Cochlear Implant Commun. Disord. Q. (IF 0.764) Pub Date : 2022-02-07 Rumpasri Sukonthaman, Sandy K. Bowen, Tanawat Detchanarat
Owing to limited medical and early intervention services for children with hearing loss in Thailand, parents face challenges regarding communication and amplification options for their child. Eight parents of children who had received a cochlear implant were interviewed to elicit participants’ perceptions and experience of the process selecting this option for their child who is deaf. Qualitative methods
-
Speech-Language Pathologists’ Experiences With Challenging Behavior in Practice Commun. Disord. Q. (IF 0.764) Pub Date : 2022-02-05 Jason C. Chow, Reed Senter, Ashley Morse
This exploratory study examined the experiences with and perceptions of challenging behavior of speech-language pathologists (SLPs) serving preschool and school-age children. The sample included 106 SLPs between the ages of 23 and 68 years, mostly located in the United States. Participants completed a survey of 40 questions about their own personal experiences with challenging behaviors. SLPs reported
-
Finding 25 hr: Active Engagement Training for Parents of Children With Autism Commun. Disord. Q. (IF 0.764) Pub Date : 2022-02-03 Sarah Yucha, Billy T. Ogletree, Kelly Kelley, Georgia Hambrecht
The National Research Council recommends 25 hr per week of active engagement for children with Autism Spectrum Disorder (ASD). This clinical brief describes a parent training program (PACE-CPI) designed to increase active engagement episodes between parents and children with autism. Observations from this program’s introductory use with one family and suggestions for further development are provided
-
The Relationship Between Perceived Assertiveness/Shyness and Emergent Bilinguals’ Vocabulary Intervention Outcomes: A Preliminary Investigation Commun. Disord. Q. (IF 0.764) Pub Date : 2022-01-08 Jean F. Rivera Pérez, Nancy A. Creaghead, Karla Washington, Ying Guo, Lesley Raisor-Becker, Sandra G. Combs
This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate
-
Exploratory Study of Hybrid Telepractice and In-Person Treatment of Compensatory Articulation Errors in Cleft Palate Commun. Disord. Q. (IF 0.764) Pub Date : 2021-12-31 Katelyn J. Kotlarek, Abigail E. Haenssler, Jamie L. Perry
A participant with cleft palate and compensatory articulation errors underwent 75 weeks of treatment using a hybrid telepractice and in-person treatment model. This model improved articulation skills during the study period and offers a starting point for continued exploration of telepractice for the treatment of compensatory articulation errors in cleft palate.
-
Focus on the Outcomes of Communication Under Six: Validation of Language Skills in the Jamaican Context Commun. Disord. Q. (IF 0.764) Pub Date : 2021-12-31 Leslie E. Kokotek, Karla N. Washington, Barbara Jane Cunningham, Rachel Wright Karem, Brittany Fletcher
The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children’s communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative
-
Factors in Toddlers With Late Language Emergence in a Middle-Income South African Sample Commun. Disord. Q. (IF 0.764) Pub Date : 2021-12-01 Elmien Kraamwinkel, Alta Kritzinger
Late language emergence (LLE) may result from genetic and environmental factors. Little is known about environmental factors in LLE in South Africa. The study describes the nature of differences in language functioning between toddlers with LLE and without LLE, and which factors were associated with LLE in a middle-income area in South Africa. Toddlers, aged 24 to 36 months with LLE (n = 20) were matched
-
The Impact of Bias and Discrimination Commun. Disord. Q. (IF 0.764) Pub Date : 2021-12-01 Sandra Levey, Li-Rong Lilly Cheng
This article describes the bias and discrimination that play a role in the lives of those viewed as different, based on color, ethnicity, gender, language, appearance, age, religion, sexual orientation, or country of origin. Bias and discrimination play a major role in the difficulties faced by unserved and underserved populations such as migrants, refugees, asylum seekers, and others across the globe
-
Inferior Longitudinal Fascicle and Reading: Exploring Their Relationship Through a Brain Stimulation Case Study Commun. Disord. Q. (IF 0.764) Pub Date : 2021-11-22 Christos Papatzalas, Ilias Papathanasiou, Thanasis Paschalis, Christos Tzerefos, Eftychia Kapsalaki, Argyro Petsiti, Kostas Fountas
Awake brain surgery allows for maximal tumor resection, while minimizing postoperative deficits, even when the tumor is located within eloquent brain regions. In the current study, we present the case of a patient who underwent awake craniotomy to remove a space-occupying lesion located at the left (dominant) temporal lobe. During subcortical mapping, electrical stimulation of the inferior longitudinal
-
Effects of a Coaching Intervention on Paraeducator Use of Aided Language Modeling in Classroom Settings: A Pilot Investigation Commun. Disord. Q. (IF 0.764) Pub Date : 2021-09-30 Shubha Kashinath, Elena Dukhovny, Prema Polit
Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class, coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol
-
Improving Reading Comprehension for Adolescents With Language and Learning Disorders Commun. Disord. Q. (IF 0.764) Pub Date : 2021-07-20 Shannon Hall-Mills, Leesa Marante, Breanna Tonello, Lauren Johnson
The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures
-
Visual Analysis Plus Hierarchical Linear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students Commun. Disord. Q. (IF 0.764) Pub Date : 2021-07-08 Janna Hasko, M. Christina Rivera, Monica K. Erbacher, Shirin D. Antia
We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented
-
Systematic Review of Studies on Visual Phonics Commun. Disord. Q. (IF 0.764) Pub Date : 2021-06-26 Ayse N. Kart
Visual Phonics is a multisensory teaching tool that has the potential to improve reading outcomes. The purpose of this systematic review is to examine studies on Visual Phonics to provide a comprehensive understanding of the effects on code-related skills. Thirteen studies met the inclusion criteria. The results demonstrate that Visual Phonics can be an effective strategy to teach code-related skills
-
Book Sharing With AAC Over Telepractice: A Tutorial Commun. Disord. Q. (IF 0.764) Pub Date : 2021-06-24 Kathleen J. Abendroth, Judith D. Oxley, Katherine M. Hays
Telepractice offers speech-language pathologists (SLPs) increased flexibility to support language development, including emergent literacy in clients with complex communication needs. However, clinicians may feel uncertain how to pair books with augmentative and alternative communication (AAC) over telepractice. Following an overview of telepractice, book sharing, and e-helpers, we describe four practical
-
Evaluation of Diadochokinesis in Greek Preschoolers With Speech Sound Disorders Using a Diadochokinetic Rates Protocol Commun. Disord. Q. (IF 0.764) Pub Date : 2021-06-11 Dionysios Tafiadis, Vasiliki Zarokanellou, Louiza Voniati, Alexandra Prentza, Konstantinos Drosos, Angelos Papadopoulos, Nafsika Ziavra
The study aimed at evaluating the diadochokinetic (DDK) skills of Greek-speaking preschool children with Phonological Disorder (PD) by means of a structured evaluation protocol and at proposing cut-off points for children at risk of speech impairment. The participants were 36 children with PD and 60 typically developing (TD) peers. The groups were matched on age and gender. The PD group performed significantly
-
Augmentative and Alternative Communication Assessment in Adults With Amyotrophic Lateral Sclerosis: Results of Semi-Structured Interviews Commun. Disord. Q. (IF 0.764) Pub Date : 2021-06-10 Miechelle McKelvey, Kristy S. E. Weissling, Shelley K. Lund, Wendy Quach, Aimee Dietz
This phenomenological qualitative study explored how eight speech-language pathology specialists in augmentative and alternative communication (AAC) (who self-identified as adult-focused) would approach the AAC assessment process when presented with a case study of an adult with amyotrophic lateral sclerosis (ALS). The general research questions were (a) What areas are assessed by AAC specialists evaluating
-
The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance Commun. Disord. Q. (IF 0.764) Pub Date : 2021-06-04 Brian K. Weiler, Allyson L. Decker
To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary
-
Speech-Language Pathologists’ Knowledge of Spanish-Influenced English and Dialectical Differences: A Survey Commun. Disord. Q. (IF 0.764) Pub Date : 2021-05-28 Kelsey E. Smith, Allison M. Plumb, Mary J. Sandage
The purpose of this study was to assess speech-language pathologists’ (SLPs) competence in serving bilingual or English-language learning children. Specifically, are SLPs able to identify acceptable English productions of a native Spanish speaker when described and/or given in context? Data were collected through an anonymous 28-question, web-based survey designed for practicing SLPs who worked with
-
LSVT LOUD® Applied to an Adult With Cerebral Palsy: Acoustic Findings Commun. Disord. Q. (IF 0.764) Pub Date : 2021-03-01 Gemma Moya-Galé, Jessica Galgano, Carol Ferrone, Younghwa M. Chang, Lorraine A. Ramig
A 36-year-old female with severe spastic dysarthria participated in this study. She received 4 weeks of individual intensive voice-focused treatment. Voice recordings were conducted at three baseline points, immediately posttreatment, and at a 4-month follow-up. The primary outcome variables were selected acoustic measures of vocal function: sound pressure level (SPL), mean fundamental frequency (F0)