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Journal of Communication Disorders

Kristin Billaud Feragen, Ragnhild Aukner, Tone K Særvold, Øydis Hide
BACKGROUND: This study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. DESIGN: Cross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. PARTICIPANTS: Children born with cleft with palatal involvement from four birth cohorts (n=184), aged 10...
March 7, 2017: Journal of Communication Disorders
Monica Lavoie, Joël Macoir, Nathalie Bier
BACKGROUND: Technologies are becoming increasingly popular in the treatment of language disorders and offer numerous possibilities, but little is known about their effectiveness and limitations. AIM: The aim of this systematic review was to investigate the effectiveness of treatments delivered by technology in the management of post-stroke anomia. METHODS: As a guideline for conducting this review, we used the PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions...
January 2017: Journal of Communication Disorders
Amanda Ward, Nicole Arola, Amy Bohnert, Rebecca Lieb
Adolescents with Autism Spectrum Disorder (ASD) often experience poor social-emotional adjustment and interactions with peers, but taking care of a family pet may serve as a buffer. This study utilized 81 parent-adolescent dyads to examine how dimensions of pet ownership (responsibility, comfort, companionship) may be associated with social-emotional adjustment (depression, loneliness, friendship quality) among adolescents with ASD, as well as how social impairments may influence these relations. Results revealed that adolescents who took more responsibility for their pet exhibited fewer depressive symptoms...
January 2017: Journal of Communication Disorders
Gary E Martin, Jamie Barstein, Jane Hornickel, Sara Matherly, Genna Durante, Molly Losh
The ability to indicate a failure to understand a message is a critical pragmatic (social) language skill for managing communication breakdowns and supporting successful communicative exchanges. The current study examined the ability to signal noncomprehension across different types of confusing message conditions in children and adolescents with fragile X syndrome (FXS), Down syndrome (DS), autism spectrum disorder (ASD), and typical development (TD). Controlling for nonverbal mental age and receptive vocabulary skills, youth with comorbid FXS and ASD and those with DS were less likely than TD controls to signal noncomprehension of confusing messages...
January 2017: Journal of Communication Disorders
Jamie Maxwell, Christine Weill, Jack Damico
This case study investigated how a 10year old child with ASD (Autism Spectrum Disorder), Kameron (pseudonym), utilized appropriation as a writing strategy in the context of group therapy. Using the same questions as Lensmire and Beals (1994) in their study of a typically developing third-grader, written products were collected over the course of one semester and analyzed, along with video, audio, and participant observation data, to consider the following questions: 1) Where did the material come from? 2) What was taken? and 3) How was it used? Analysis of the process of Kameron's writing revealed utilization of appropriation as a strategy for 2 of the 4 written products...
January 2017: Journal of Communication Disorders
Hyunkyung Lee, Hyunsub Sim, Eunju Lee, Dahye Choi
The purpose of the current study was to investigate the characteristics of speech disfluency in 15 children with attention-deficit/hyperactivity disorder (ADHD) symptoms and 15 age-matched control children. Reading, story retelling, and picture description tasks were used to elicit utterances from the participants. The findings indicated that children with ADHD symptoms produced significantly more stuttering-like disfluencies (SLD) and other disfluencies (OD) when compared to the control group during all three tasks...
January 2017: Journal of Communication Disorders
Cynthia S Q Siew, Kristin M Pelczarski, J Scott Yaruss, Michael S Vitevitch
PURPOSE: Network science uses mathematical and computational techniques to examine how individual entities in a system, represented by nodes, interact, as represented by connections between nodes. This approach has been used by Cramer et al. (2010) to make "symptom networks" to examine various psychological disorders. In the present analysis we examined a network created from the items in the Overall Assessment of the Speaker's Experience of Stuttering-Adult (OASES-A), a commonly used measure for evaluating adverse impact in the lives of people who stutter...
January 2017: Journal of Communication Disorders
Caroline de Sonneville-Koedoot, Elly Stolk, Toni Rietveld, Marie-Christine Franken
No abstract text is available yet for this article.
January 2017: Journal of Communication Disorders
Íris Ösp Bergþórsdóttir, Roger J Ingham
PURPOSE: To investigate the validity of findings from a recent study reported in this journal by de Sonneville-Koedoot, Bouwmans, Franken, and Stolk (2015) on the cost effectiveness of two programs for treating young children who stutter. METHODS: The de Sonneville-Koedoot, Bouwmans et al. study was based directly on the results obtained in an earlier study, known as the RESTART-study, which compared the outcomes from the Lidcombe Program and a Demands and Capacities Model program...
January 2017: Journal of Communication Disorders
Toni C Becker, Karla K McGregor
BACKGROUND: Increasing numbers of students with developmental language impairment (LI) are pursuing post-secondary education. OBJECTIVE: To determine whether college students with LI find spoken lectures to be a challenging learning context. METHOD: Study participants were college students, 34 with LI and 34 with normal language development (ND). Each took a baseline test of general topic knowledge, watched and listened to a 30min lecture, and took a posttest on specific information from the lecture...
November 2016: Journal of Communication Disorders
Naomi Hertsberg, Patricia M Zebrowski
PURPOSE: The goals of this study were to determine whether young children who stutter (CWS) perceive their own competence and social acceptance differently than young children who do not stutter (CWNS), and to identify the predictors of perceived competence and social acceptance in young speakers. METHOD: We administered the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA; Harter & Pike, 1984) to 13 CWS and 14 CWNS and examined group differences...
November 2016: Journal of Communication Disorders
Erin C Schafer, Suzanne Wright, Christine Anderson, Jessalyn Jones, Katie Pitts, Danielle Bryant, Melissa Watson, Jerrica Box, Melissa Neve, Lauren Mathews, Mary Pat Reed
The goal of this study was to conduct assistive technology evaluations on 12 children diagnosed with Autism Spectrum Disorder (ASD) to evaluate the potential benefits of remote-microphone (RM) technology. A single group, within-subjects design was utilized to explore individual and group data from functional questionnaires and behavioral test measures administered, designed to assess school- and home-based listening abilities, once with and once without RM technology. Because some of the children were unable to complete the behavioral test measures, particular focus was given to the functional questionnaires completed by primary teachers, participants, and parents...
November 2016: Journal of Communication Disorders
Kerrin Watter, Anna Copley, Emma Finch
There is limited evidence for cognitive-communication reading comprehension (CCRC) interventions for adults following acquired brain injury (ABI), particularly during sub-acute rehabilitation. The purpose of this study was to investigate the clinical practice of speech-language pathologists (SLPs) with CCRC deficits during sub-acute ABI rehabilitation and compare it to the best available evidence. An electronic survey was used to gather information from clinicians across Australia regarding clinical practice in the areas of assessment, intervention, treatment hierarchies and service delivery; survey questions were developed from an extensive review of the literature and expert clinician opinion...
November 2016: Journal of Communication Disorders
Peter Torre, Howard J Hoffman, Gayle Springer, Christopher Cox, Mary A Young, Joseph B Margolick, Michael Plankey
The purpose of this study was to compare various speech audiometry measures between HIV+ and HIV- adults and to further evaluate the association between speech audiometry and HIV disease variables in HIV+ adults only. Three hundred ninety-six adults from the Multicenter AIDS Cohort Study (MACS) and Women's Interagency HIV Study (WIHS) completed speech audiometry testing. There were 262 men, of whom 117 (44.7%) were HIV+, and 134 women, of whom 105 (78.4%) were HIV+. Speech audiometry was conducted as part of the standard clinical audiological evaluation that included otoscopy, tympanometry, and pure-tone air- and bone-conduction thresholds...
November 2016: Journal of Communication Disorders
Rebecca Armstrong, James Scott, David Copland, Katie McMahon, Asaduzzaman Khan, Jake M Najman, Rosa Alati, Wendy Arnott
This study examined the parental and early childhood risk factors of different receptive vocabulary developmental profiles from childhood to adulthood. The sample (n=1914), comprised of monolingual English speaking participants, from the Mater University of Queensland Study of Pregnancy (MUSP). Receptive vocabulary was measured using the Peabody Picture Vocabulary Test-Revised (PPVT-R) at the 5 and 21-year follow ups. Four vocabulary profiles were evident: persistently typical, persistently impaired, later onset of difficulties, and resolved delays...
October 19, 2016: Journal of Communication Disorders
Greta M Sjolie, Megan C Leece, Jonathan L Preston
PURPOSE: The purpose was to provide a preliminary within-participant comparison of speech therapy with and without exposure to ultrasound visual feedback for postvocalic rhotics (/r/- colored vowels). Effects of the two treatments on acquisition, retention, and generalization were explored. It was hypothesized that treatment with ultrasound would facilitate acquisition but hinder retention and generalization. METHODS: A single subject randomized block design was replicated across four American English-speaking participants ages 7-9 years...
October 14, 2016: Journal of Communication Disorders
Maureen Scheidnes, Laurice Tuller
This study examines longitudinal standardized test scores in both languages of a group of successive bilinguals with L1 English acquiring L2 French. Participants included 22 native English-speaking children living in France. French was evaluated using a standardized receptive vocabulary test, as well as tests of phonology and morphosyntax. English was evaluated using the Core Language Score subtests from the CELF-4-UK. The children varied in age (6;9-12;7) and length of exposure (0;11-3;9) to French and were tested twice at 12-month intervals...
October 4, 2016: Journal of Communication Disorders
Stefka H Marinova-Todd, Paola Colozzo, Pat Mirenda, Hillary Stahl, Elizabeth Kay-Raining Bird, Karisa Parkington, Kate Cain, Julia Scherba de Valenzuela, Eliane Segers, Andrea A N MacLeod, Fred Genesee
This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics...
September 2016: Journal of Communication Disorders
Julia Scherba de Valenzuela, Elizabeth Kay-Raining Bird, Karisa Parkington, Pat Mirenda, Kate Cain, Andrea A N MacLeod, Eliane Segers
The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas...
September 2016: Journal of Communication Disorders
Diane Pesco, Andrea A A N MacLeod, Elizabeth Kay-Raining Bird, Patricia Cleave, Natacha Trudeau, Julia Scherba de Valenzuela, Kate Cain, Stefka H Marinova-Todd, Paola Colozzo, Hillary Stahl, Eliane Segers, Ludo Verhoeven
This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly...
September 2016: Journal of Communication Disorders
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