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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...
November 21, 2016: 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...
September 29, 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
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
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
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...
August 26, 2016: Journal of Communication Disorders
Elizabeth D Peña
There is a growing awareness of bilingualism and the needs of children with developmental disabilities who are exposed to more than one language. This growing awareness is paralleled by a growing research base in the area of bilingualism and emerging research in bilingual children with developmental disabilities. In this set of articles we see that there is general agreement that bilingualism does not increase risk for language impairment nor does intervention in the home language interfere with second language learning...
August 24, 2016: Journal of Communication Disorders
Johanne Paradis
No abstract text is available yet for this article.
August 23, 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...
August 3, 2016: Journal of Communication Disorders
Elizabeth Kay-Raining Bird, Natacha Trudeau, Ann Sutton
Children with DD must and do become bilingual, but the research reported in this special issue raises questions about equitable access to bilingual opportunities and provision of appropriate supports to ensure optimal bilingual growth in these children. The purpose of the present article was to apply the findings from our international collaboration to inform policy and practice on bilingualism in children with developmental disabilities (DD). To do this, we first overview the research presented in detail in other articles of this special issue: a narrative literature review, a review of site policies and practices related to special education and language education, a qualitative analysis of key informant interviews, and a quantitative analysis of surveys of practitioners...
July 25, 2016: Journal of Communication Disorders
Elizabeth Kay-Raining Bird, Fred Genesee, Ludo Verhoeven
Children with developmental disabilities (DD) often need and sometimes opt to become bilingual. The context for bilingual acquisition varies considerably and can impact outcomes. In this first article of the special issue, we review research on the timing and amount of bilingual exposure and outcomes of either direct language intervention or educational placements in three groups of children with DD: Specific Language Impairment (SLI), Autism Spectrum Disorders (ASD), and Down syndrome (DS). Children with SLI have been studied more than the other two groups...
July 18, 2016: Journal of Communication Disorders
Tara McAllister Byun, Daphna Harel, Peter F Halpin, Daniel Szeredi
Recent research has demonstrated that perceptual ratings aggregated across multiple non-expert listeners can reveal gradient degrees of contrast between sounds that listeners might transcribe identically. Aggregated ratings have been found to correlate strongly with acoustic gold standard measures both when individual raters use a continuous rating scale such as visual analog scaling (Munson et al., 2012) and when individual raters provide binary ratings (McAllister Byun, Halpin, & Szeredi, 2015). In light of evidence that inexperienced listeners use continuous scales less consistently than experienced listeners, this study investigated the relative merits of binary versus continuous rating scales when aggregating responses over large numbers of naive listeners recruited through online crowdsourcing...
July 6, 2016: Journal of Communication Disorders
Kerry Danahy Ebert, Cheryl M Scott
PURPOSE: The Simple View of Reading (SVR) predicts subtypes of reading disorder based on weaknesses in word recognition, listening comprehension, or both. This practice-based research study explores predictions of the SVR within a clinical practice setting. METHOD: The study is a retrospective analysis of 112 assessment records from school-aged children (aged 6.0-16.7) referred for speech-language evaluation. Available scores within four areas (listening comprehension, word recognition, reading comprehension, and oral expression) were extracted and then converted to composites...
July 2016: Journal of Communication Disorders
Andrew D Palmer, Jason T Newsom, Karen S Rook
UNLABELLED: Healthy social relationships are important for maintaining mental and physical health in later life. Less social support, smaller social networks, and more negative social interactions have been linked to depression, poorer immune functioning, lower self-rated health, increased incidence of disease, and higher mortality. Overwhelming evidence suggests that communication disorders adversely affect social relationships. Much less is known about whether some or all aspects of social relationships are negatively affected by a communication disorder...
July 2016: Journal of Communication Disorders
Kenneth O St Louis, Hilda Sønsterud, Lejla Junuzović-Žunić, Donatella Tomaiuoli, Francesca Del Gado, Emilia Caparelli, Mareen Theiling, Cecilie Flobakk, Lise Nesbakken Helmen, Ragnhild R Heitmann, Helene Kvenseth, Sofia Nilsson, Tobias Wetterling, Cecilia Lundström, Ciara Daly, Margaret Leahy, Laila Tyrrell, David Ward, Marta Węsierska
INTRODUCTION: Epidemiological research methods have been shown to be useful in determining factors that might predict commonly reported negative public attitudes toward stuttering. Previous research has suggested that stuttering attitudes of respondents from North America and Europe (i.e., "The West"), though characterized by stereotypes and potential stigma, are more positive than those from several other regions of the world. This inference assumes that public attitudes within various regions characterized by "The West" are similar...
July 2016: Journal of Communication Disorders
Simone Falk, Elena Maslow, Georg Thum, Philip Hoole
UNLABELLED: Singing has long been used as a technique to enhance and reeducate temporal aspects of articulation in speech disorders. In the present study, differences in temporal structure of sung versus spoken speech were investigated in stuttering. In particular, the question was examined if singing helps to reduce VOT variability of voiceless plosives, which would indicate enhanced temporal coordination of oral and laryngeal processes. Eight German adolescents who stutter and eight typically fluent peers repeatedly spoke and sang a simple German congratulation formula in which a disyllabic target word (e...
July 2016: Journal of Communication Disorders
Elin Thordardottir
PURPOSE: Grammatical morphology continues to be widely regarded as an area of extraordinary difficulty in children with Specific Language Impairment (SLI). A main argument for this view is the purported high diagnostic accuracy of morphological errors for the identification of SLI. However, findings are inconsistent across age groups and across languages. Studies show morphological difficulty to be far less pronounced in more highly inflected languages and the diagnostic accuracy of morphology in such languages is largely unknown...
July 2016: Journal of Communication Disorders
Kim Bettens, Marc De Bodt, Youri Maryn, Anke Luyten, Floris L Wuyts, Kristiane M Van Lierde
PURPOSE: The Nasality Severity Index 2.0 (NSI 2.0) forms a new, multiparametric approach in the identification of hypernasality. The present study aimed to investigate the correlation between the NSI 2.0 scores and the perceptual assessment of hypernasality. METHOD: Speech samples of 35 patients, representing a range of nasality from normal to severely hypernasal, were rated by four expert speech-language pathologists using visual analogue scaling (VAS) judging the degree of hypernasality, audible nasal airflow (ANA) and speech intelligibility...
July 2016: Journal of Communication Disorders
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