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1. The Speech Naturalness of People Who Stutter Speaking under Delayed Auditory Feedback as Perceived by Different Groups of Listeners (EJ808733)
Author(s):
Van Borsel, John; Eeckhout, Hannelore
Source:
Journal of Fluency Disorders, v33 n3 p241-251 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Feedback (Response); Speech Communication; Stuttering; Educational Objectives; Speech Language Pathology; Speech Impairments; Delayed Speech
Abstract: This study investigated listeners' perception of the speech naturalness of people who stutter (PWS) speaking under delayed auditory feedback (DAF) with particular attention for possible listener differences. Three panels of judges consisting of 14 stuttering individuals, 14 speech language pathologists, and 14 naive listeners rated the naturalness of speech samples of stuttering and non-stuttering individuals using a 9-point interval scale. Results clearly indicate that these three groups evaluate naturalness differently. Naive listeners appear to be more severe in their judgements than speech language pathologists and stuttering listeners, and speech language pathologists are apparently more severe than PWS. The three listener groups showed similar trends with respect to the relationship between speech naturalness and speech rate. Results of all three indicated that for PWS, the slower a speaker's rate was, the less natural speech was judged to sound. The three listener groups also showed similar trends with regard to naturalness of the stuttering versus the non-stuttering individuals. All three panels considered the speech of the non-stuttering participants more natural. Educational objectives: The reader will be able to: (1) discuss the speech naturalness of people who stutter speaking under delayed auditory feedback, (2) discuss listener differences about the naturalness of people who stutter speaking under delayed auditory feedback, and (3) discuss the importance of speech rate for the naturalness of speech. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Language Assessment and Development in Toddlers with Autism Spectrum Disorders (EJ806611)
Luyster, Rhiannon J.; Kadlec, Mary Beth; Carter, Alice; Tager-Flusberg, Helen
Journal of Autism and Developmental Disorders, v38 n8 p1426-1438 Sep 2008
Descriptors: Intervention; Delayed Speech; Autism; Performance Based Assessment; Toddlers; Program Effectiveness; Receptive Language; Expressive Language; Language Skills; Cognitive Ability; Pervasive Developmental Disorders; Language Impairments; Critical Thinking; Thinking Skills
Abstract: One of the primary diagnostic criteria for the diagnosis of autism spectrum disorders (ASD) is the presence of a language delay or impairment. Children with ASD are now being identified at significantly younger ages, and prior research has consistently found that early language skills in this population are heterogeneous and an important predictor for later outcome. The goal of this study was to systematically investigate language in toddlers with ASD and to identify early correlates of receptive and expressive language in this population. The study included 164 toddlers with ASD between the ages of 18 and 33 months who were evaluated on several cognitive, language and behavioral measures. Results suggested good agreement among different measures of early language, including direct assessment and parent report measures. Significant concurrent predictors of receptive language included gestures, non-verbal cognitive ability and response to joint attention. For expressive language, the most significant predictors were non-verbal cognitive ability, gestures and imitation. These findings have important implications for intervention programs targeting this population. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Systematic Review of the Literature on Characteristics of Late-Talking Toddlers (EJ799646)
Desmarais, Chantal; Sylvestre, Audette; Meyer, Francois; Bairati, Isabelle; Rouleau, Nancie
International Journal of Language & Communication Disorders, v43 n4 p361-389 Jul 2008
2008-07-00
Information Analyses; Journal Articles
Descriptors: Stimulation; Early Intervention; Delayed Speech; Toddlers; Emotional Development; Language Acquisition; Child Development; Literature Reviews; Individual Characteristics; Expressive Language; Social Influences; Social Development; Family Environment
Abstract: Background: Research has investigated late-talking toddlers because they are at great risk of continuing to experience language-learning difficulties once they enter school and hence are candidates for early intervention. It is also important to consider this group of children with regards to the immediate characteristics which are detrimental to their development and for which early intervention has become increasingly available. Aims: To review the literature on late-talking toddlers in order to identify the characteristics of this population whose importance has been clearly demonstrated, identify sources of incongruence in findings, and to underscore aspects of language delay at 2 years of age and characteristics about which additional knowledge is needed. Main contribution: The review highlights the need to define the language difficulties found in late-talking toddlers based on clinical profiles that go beyond the criterion of an expressive vocabulary delay. It also underscores the association between vocabulary delay and characteristics of the child such as social-emotional development and characteristics of the socio-familial environment such as language stimulation. Conclusions: Future research should take into account the lack of homogeneity observed within the population of children with a vocabulary delay at 2 years of age and attempt to identify subgroups within late-talking toddlers. It should also consider a multifactorial perspective of child development to further the understanding of this phenomenon. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Negotiating Dis/Ability in Families: Constructions and Contradictions (EJ812324)
Canary, Heather E.
Journal of Applied Communication Research, v36 n4 p437-458 Nov 2008
2008-11-00
No
Descriptors: Siblings; Family (Sociological Unit); Disabilities; Interviews; Research and Development; Theory Practice Relationship; Family Relationship; Federal Legislation; Learning Disabilities; Delayed Speech; Language Impairments; Mental Retardation; Emotional Disturbances; Individualized Education Programs; Special Education
Abstract: This project uses a narrative view of identity to interrogate how individuals construct notions of ability and disability within their families. Participants include children with disabilities from diverse ethnic backgrounds, their parents, siblings, and extended family members. Interactions within four families are explored as well as interactions family members have with people outside their families. Interview and observational data demonstrate ways that participants construct identities that highlight intersections of ability/disability and individuality/relationships. Results indicate that families primarily construct identities of "normal" through their interactions and routines as they negotiate contradictions inherent in their everyday lives. Theoretic implications of narrative dimensions of constructions and contradictions are offered. Finally, practical applications for professionals and families of children with disabilities are suggested with future directions for research and practice. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Bridging Languages (EJ822304)
Kelly, Barbra Calder
Exceptional Parent, v38 n12 p40-42 Dec 2008
2008-12-00
Journal Articles; Reports - Descriptive
Descriptors: Verbal Communication; Nonverbal Communication; Delayed Speech; Autism; Sign Language; Interpersonal Communication; Interpersonal Competence; Communication Skills; Antisocial Behavior; Siblings; Preschool Children
Abstract: Children with autism may sometimes appear to be living in their own world and show very little interest in others. They may be socially unaware, avoiding eye contact and showing limited attachment to others. But when a child is able to express and communicate thoughts, desires, and needs, they are much more likely to seek out social interactions. Conventional teaching has maintained that teaching Sign Language to people with autism or delayed speech will interfere with their learning to talk, but research has shown that it will, in fact, accelerate verbal communication. In this article, the author describes her experiences teaching Sign Language to two of three triplets who were diagnosed with autism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effects of Playful Physical Contact as an Establishing Operation on Correct Academic Responding of Three Preschool Students (EJ806370)
Park, Hye-Souk Lee; Delgado, Jo Ann Pereira; Choi, Jinhyeok; Greer, R. Douglas
Journal of Early and Intensive Behavior Intervention, v5 n1 p90-105 2008
2008-00-00
Descriptors: Sensory Experience; Stimuli; Play; Developmental Disabilities; Preschool Children; Reinforcement; Self Contained Classrooms; Responses; Outcomes of Treatment; Interpersonal Relationship; Student Motivation; Delayed Speech
Abstract: The purpose of this study was to test the effects of playful physical contact as an establishing operation (EO) on correct academic responses for four-year-old preschool students with developmental disabilities who functioned at the pre-speaker and pre-listener levels of verbal behavior. Two males and one female served as participants who attended a publicly funded, private preschool outside a large metropolitan area. A multi-element design (alternating treatments design followed by an AB design) was used to test the effects of the establishing operation. The data were collected in seven acquisition programs and one performance program for each participant. The establishing operation consisted of experimenters' tickling, spinning, and hugging the participants as pre-instructional play for 10 seconds for every 10 learn units. The results of these data showed that an establishing operation was effective at increasing correct academic responding across all participants. In addition, Participants A and B emitted more mands for the playful physical contact during the pre-play sessions (mands were not measured for Participant C). (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Speech and Language Development in Cri Du Chat Syndrome: A Critical Review (EJ799187)
Kristoffersen, Kristian Emil
Clinical Linguistics & Phonetics, v22 n6 p443-457 Jun 2008
2008-06-00
Descriptors: Genetic Disorders; Delayed Speech; Language Acquisition; Language Impairments; Expressive Language; Receptive Language; Phonetics; Phonology; Communication Skills; Child Language; Vocabulary; Morphology (Languages); Syntax
Abstract: This article reviews research on speech and language abilities in people with cri du chat syndrome (CCS). CCS is a rare genetic disorder, with an estimated incidence between 1 in 15,000 and 1 in 50,000 births, resulting from a deletion on the short arm of chromosome 5. In general, individuals have delayed speech and language development, and some never develop spoken language. Their receptive language is better than their expressive language, although both are delayed. Regarding phonetics and phonology, substitutions, omissions, and distortions are frequent; consonant inventories are small; syllable shapes are restricted; and vowels are variable and overlap with each other acoustically. Persons with CCS have been found to inflect words from all major word classes. Little is known about syntactic skills, but some individuals are reported to express themselves in utterances of two or more words. Knowledge about speech and language development in CCS is sparse, and the need for more research is considerable. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Pragmatic Assessment in Autism Spectrum Disorders: A Comparison of a Standard Measure with Parent Report (EJ798445)
Reichow, Brian; Salamack, Shawn; Paul, Rhea; Volkmar, Fred R.; Klin, Ami
Communication Disorders Quarterly, v29 n3 p169-176 2008
Journal Articles; Reports - Evaluative
Descriptors: Delayed Speech; Autism; Oral Language; Validity; Inferences; Pragmatics; Pervasive Developmental Disorders; Comparative Analysis; Children; Adolescents; Asperger Syndrome; Interpersonal Competence; Intelligence Quotient; Developmental Disabilities; Regression (Statistics); Evaluation
Abstract: The purpose of this study was to investigate the concurrent validity of subtests on the "Comprehensive Assessment of Spoken Language" (CASL) by comparing them with the assessment of communication and social skills on the "Vineland Adaptive Behavior Scales" ("Vineland"). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the "Vineland." Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of language for communication. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Early Phonological and Sociocognitive Skills as Predictors of Later Language and Social Communication Outcomes (EJ794834)
Chiat, Shula; Roy, Penny
Journal of Child Psychology and Psychiatry, v49 n6 p635-645 Jun 2008
Descriptors: Delayed Speech; Phonology; Language Tests; Receptive Language; Expressive Language; Language Acquisition; Predictor Variables; Language Processing; Cognitive Processes; Standardized Tests; Vocabulary; Morphology (Languages); Syntax; Measures (Individuals); Interpersonal Communication
Abstract: Background: Previous studies of outcome for children with early language delay have focused on measures of early language as predictors of language outcome. This study investigates whether very early processing skills (VEPS) known to underpin language development will be better predictors of specific language and social communication outcomes than measures of language itself. Method: Participants were 163 children referred to clinical services with concerns about language at 2;6-3;6 years and followed up at 4-5 years. Novel assessments of phonological and sociocognitive processing were administered at Time 1 (T1), together with a standardised test of receptive and expressive language, and parental report of expressive vocabulary. The language test was re-administered at Time 2 (T2), together with assessments of morphosyntax and parental reports of social communication. Results: Intercorrelations at and between T1 and T2 were high, and dissociations were rare. Ordinal regressions were run, entering predictors singly and simultaneously. With the exception of the phonological task, every early measure on its own was significantly predictive of most outcomes, and receptive language was the strongest all-round predictor. Results of simultaneous entry, controlling for the effect of other predictors, showed that early language was the strongest predictor of general language outcome, but early phonology was the strongest predictor of a measure of morphosyntax, and early sociocognition the strongest predictor of social communication. Conclusions: Language measures which draw on a wide range of skills were the strongest overall predictors of general language outcomes. However, our VEPS measures were stronger predictors of specific outcomes. The clinical and theoretical implications of these findings are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Phonological Awareness, Reading Accuracy and Spelling Ability of Children with Inconsistent Phonological Disorder (EJ792878)
Holm, Alison; Farrier, Faith; Dodd, Barbara
International Journal of Language & Communication Disorders, v43 n3 p300-322 May 2008
2008-05-00
Descriptors: Spelling; Syllables; Language Impairments; Phonological Awareness; Preschool Children; Literacy; Developmental Delays; Speech Impairments; Reading Ability; Delayed Speech
Abstract: Background: Although children with speech disorder are at increased risk of literacy impairments, many learn to read and spell without difficulty. They are also a heterogeneous population in terms of the number and type of speech errors and their identified speech processing deficits. One problem lies in determining which preschool children with speech disorder will have difficulties acquiring literacy skills. Aims: Two studies are presented that investigate the relationship between speech disorders and literacy. The first examined the phonological awareness abilities of children with different types of speech difficulties. The second study investigated the literacy skills of children with a history of inconsistent speech disorder. Methods & Procedures: Experiment 1 measured the syllable segmentation, rhyme awareness and alliteration awareness of 61 preschool children: 46 with speech disorder (14 with delayed development, 17 who made consistent non-developmental errors, and 15 who made inconsistent errors) and 15 typically developing controls. Experiment 2 assessed the reading accuracy, spelling and phonological awareness abilities of nine 7-year-old children with a history of inconsistent phonological errors. Outcomes & Results: The first study indicated unexpected patterns of performance. While the Delayed group performed less well than controls on all tasks, the Consistent group showed poor performance on rhyme and alliteration but appropriate performance on syllable segmentation. The Inconsistent group performed most poorly on syllable segmentation but no differently from controls on the other two tasks. The second study indicated that children with a history of inconsistent phonological disorder performed no differently from controls on measures of phonological awareness and reading, but less well on measures of spelling ability. Conclusions: The results support classification of speech disorders and show a differentiation of phonological awareness skills across groups. Children with consistent atypical speech errors have poor phonological awareness and are most at risk for literacy difficulties. Those with inconsistent phonological disorder are at increased risk of spelling difficulties. The findings indicate that phonological awareness and spelling skill are distinct processing systems and highlight the role of phonological assembly skills (i.e. storing and/or retrieving phonological output plans) in spelling output. The interactive processes between reading and spelling are discussed. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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