Communication Disorders Quarterly recent issues

Spanish-English Articulation and Phonology of 4- and 5-Year-Old Preschool Children: An Initial Investigation

Brice, A. E., Carson, C. K., Dennis O'Brien, J. — Mon, 26 Oct 2009 16:38:43 PDT

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

Evaluation of the Efficacy of Communication-Based Treatments for Autism Spectrum Disorders: A Literature Review

Brunner, D. L., Seung, H. — Mon, 26 Oct 2009 16:38:43 PDT

This literature review examines the present level of evidence in support of communication-based treatments for children with autism spectrum disorders. Reviews to date have reported on research published through 2002. The current article included 36 studies published between 2002 and 2007. Best available evidence is presented for seven treatment categories: applied behavior analysis, naturalistic behavioral, developmental, classroom-based, video modeling, social skills, and augmentative and alternative communication. Findings indicate that empirical support has been obtained for the efficacy of several methods, whereas other methods remain in an exploratory stage of investigation.

The Acquisition of Mental Orthographic Representations for Reading and Spelling Development

Apel, K. — Mon, 26 Oct 2009 16:38:43 PDT

Word-level reading and spelling skills support reading comprehension and writing composition. Accurate and fluent word-level reading and spelling are facilitated when individuals have clear mental orthographic representations (MOR) that permit them to quickly recognize and recall the visual representation of a word, freeing up memory and attentional resources for comprehending or composing text. It is interesting that the role MOR development plays in early literacy development has received minimal attention. This article, based on a presentation at the 2007 Katharine G. Butler Symposium on Child Language, first reviews the literature that supports a sequential view of MOR acquisition followed by recent findings that support MOR development as a unique and independently developing skill. A general overview of three investigations designed to determine the independence and contribution of MOR development to children’s acquisition of word-level literacy skills is provided. Suggestions for further research and initial clinical implications are made based on the results of the investigations and the current literature on MOR development.

Use of Picture Dictionaries to Promote Functional Communication in Students With Deafness and Intellectual Disabilities

Highnote Allgood, M., Heller, K. W., Easterbrooks, S. R., Fredrick, L. D. — Mon, 26 Oct 2009 16:38:43 PDT

A mismatch of communication modalities can occur between students who communicate using sign language and coworkers at community-based vocational sites who do not use sign language. This study investigated the use of picture dictionaries to facilitate note writing as a form of expressive communication for students who were deaf and had mild to moderate intellectual disabilities. Students were systematically taught to use their picture dictionaries to initiate requests using the system of least prompts and the environmental arrangement strategy. A multiple baseline probe design was used. All students were able to successfully use the picture dictionaries to promote communication initiations. Implications regarding using the picture dictionaries for communication and for improving spelling of target vocabulary are discussed.

Education as Catalyst for Intergenerational Refugee Family Communication About War and Trauma

Lin, N. J., Suyemoto, K. L., Kiang, P. N.-c. — Tue, 14 Jul 2009 11:07:18 PDT

This article describes influences on intergenerational communication within refugee families about sociocultural trauma and explores how education may positively affect this communication process. Drawing on qualitative research and grounded theory through a larger study concerning intergenerational effects of and communication about trauma in Cambodian American refugee families, this article highlights ways that education may contribute to healing broken narratives within refugee families affected by war and genocide. Although focusing on Cambodian American experiences, we suggest that the role of education may be similarly helpful in facilitating intergenerational communication for other individuals with personal and familial experiences with trauma, such as students from refugee families who have fled Vietnam, Somalia, Bosnia, and other sites of forced migration.

Investigation of Phonemic Awareness and Phonic Skills in Spanish-English Bilingual and English-Speaking Kindergarten Students

Brice, R. G., Brice, A. E. — Tue, 14 Jul 2009 11:07:19 PDT

The ability to read on grade level is a fundamental skill required for children to achieve academic success. Students who are English language learners (ELLs) and/or those who have learning disabilities often find it extremely difficult to achieve at the reading expectation level. This study examines English phonemic awareness and phonic skills in four groups of kindergarten students with and without disabilities: (a) 20 high-reading-level English monolinguals, (b) 20 low-reading-level English monolinguals, (c) 20 high-reading-level English-Spanish bilinguals, and (d) 20 low-reading-level English-Spanish bilinguals. Findings indicated differences for monolingual versus bilingual speakers in their ability to identify voiced versus voiceless contrasts. It appears from these findings that an achievement gap in reading levels between monolingual and bilingual students exists even at the kindergarten grade level.

Tools Clinicians Use: A Survey of Language Assessment Procedures Used by School-Based Speech-Language Pathologists

Caesar, L. G., Kohler, P. D. — Tue, 14 Jul 2009 11:07:19 PDT

This study used a mail survey to gather information from 409 school-based speech-language pathologists (SLPs) in the state of Michigan regarding the types of language assessment procedures they employed when assessing children's language skills. Descriptive data regarding respondents' demographic, caseload, and employment characteristics were also obtained. Results indicated that respondents were a homogenous group with homogenous assessment practices. Although respondents used both formal and informal procedures when assessing English-speaking children's skills, informal procedures were used more frequently. With regard to informal procedures, almost all responding SLPs (98%) reported frequently using parent—teacher interviews as an assessment procedure. Among formal, standardized procedures, the Clinical Evaluation of Language Functions was used frequently by the highest proportion of respondents (79%). Implications regarding SLPs' conformity to the American Speech-Language Hearing Association's recommended guidelines for unbiased language assessment are discussed.

Adult People With Language Impairment and Their Life Situation

Tornqvist, M. C., Thulin, S., Segnestam, Y., Horowitz, L. — Tue, 14 Jul 2009 11:07:19 PDT

Psychosocial outcome of language impairment (LI) was explored in interviews with three adults with LI (as children attended specialized boarding school) and four of their parents. The informants with LI expressed acceptance of LI and described themselves as independent. With driving education with adjusted pedagogy and initial governmental support, the informants with LI acquired driving licenses, developed work skills, and were paid salary by employers. Academic success was accredited to the specialized boarding school, though this limited development of social skills for social community participation. The adults with LI socialized nearly exclusively with family or peers with LI; described obvious angst for communicatively demanding situations, such as shopping in crowded stores; and described symptoms typical of attentiondeficit/hyperactivity disorder, social anxiety, and lower intellectual levels. Governmental support may facilitate accomplishment of life skill goals, increasing self-esteem in that realm. Negative social experiences, commonly without support outside family, reinforce behavioral trajectories toward further social isolation.

Double Jeopardy for Children Who Stutter: Race and Coexisting Disorders

Blood, G. W., Blood, I., Kreiger, J., O'Connor, S., Qualls, C. D. — Fri, 17 Apr 2009 10:57:53 PDT

The primary purpose of this study was to examine the influence of racial and ethnic backgrounds in children who stutter (CWS) with 18 specific coexisting disorders. A sample of 1,184 speech-language pathologists responded to a detailed questionnaire designed to answer questions about the type and prevalence of coexisting disorders in 2,535 CWS. Results suggest that 866 (34.1%) children from diverse racial and cultural backgrounds displayed six major coexisting disorders: learning disabilities, literacy disorders, attention deficit disorders, auditory processing disorders, neuropsychological disorders, and behavioral disorders. Measures of risk, relative risks, and odds ratio for racial and ethnic differences among groups of CWS were calculated. African American CWS show a higher risk for coexisting learning disabilities, literacy disorders, attention deficit disorders, and behavioral disorders than White, non-Hispanic, Hispanic, and Asian CWS. Males who stutter had a significantly greater number of coexisting disorders than females who stutter. A number of alternative interpretations are presented.

Preparation and Perceptions of Speech-Language Pathologists Working With Children With Cochlear Implants

Compton, M. V., Tucker, D. A., Flynn, P. F. — Fri, 17 Apr 2009 10:57:53 PDT

This study examined the level of preparedness of North Carolina speech-language pathologists (SLPs) who serve school-aged children with cochlear implants (CIs). A survey distributed to 190 school-based SLPs in North Carolina revealed that 79% of the participants felt they had little to no confidence in managing CI technology or in providing services to children with CIs. Survey results disclosed that 47% of SLPs had either no formal instruction or only one college lecture on CIs. Findings indicated that a lack of instruction in other hearing-related topics exists at both the undergraduate and graduate levels. These results underscore the urgent need for revising preservice curricula for SLPs and audiologists to include more practical training in the habilitation/rehabilitation of children with CIs. Findings also emphasize the need for current practitioners to engage in continuing education to update their knowledge of emerging innovations in CI technology and habilitation.

Early Intervening for Students With Speech Sound Disorders: Lessons From a School District

Mire, S. P., Montgomery, J. K. — Fri, 17 Apr 2009 10:57:53 PDT

The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. This article describes a program developed for students with speech sound disorders that incorporated concepts of early intervening services, response to intervention, and progress monitoring to improve eligibility determination and dismissal decisions and to implement an efficient service delivery model for children with speech sound disorders in public schools. Data indicated that use of early intervening and response to intervention were efficient models for addressing speech sound errors within general education as an alternative to referral for an IDEA evaluation for children with mild speech sound disorders.

Production of Korean Case Particles in a Korean--English Bilingual Child With Specific Language Impairment: A Preliminary Study

Lee, S., Gorman, B. K. — Fri, 17 Apr 2009 10:57:53 PDT

The purpose of this study was to investigate the use of Korean case particles in a Korean—English bilingual child with specific language impairment (SLI). The child's production of four types of Korean case particles were compared to those of three typically developing children during probe and storytelling tasks. The Korean—English bilingual child with SLI produced the vocative and the nominative for person case particles similar to children matched on age and mean length of utterance (MLU). He produced the nominative for object and accusative case particles similar to the MLU-matched child but exhibited lower performance than that of his age-matched peers. The results suggest that longer duration of Korean case particles in the phrase-final position may provide perceptual salience and not pose particular difficulty for the Korean—English bilingual with SLI. Frequent omission of the accusative by the child with SLI and his MLU-matched peer, however, supports the argument that frequency effect in linguistic input influences morphological development.

Digital Videoconferencing: Applications Across the Disciplines

Dudding, C. C. — Fri, 17 Apr 2009 10:57:53 PDT

The purpose of this article is to describe the technologies and applications of digital videoconferencing (DVC) within the realm of communication sciences and disorders. The discussion includes (a) a brief description of videoconferencing, (b) an explanation of the types of DVC available along with the advantages and disadvantages of each, (c) applications of DVC in preservice and in-service settings, and (d) a discussion of potential applications in research venues. DVC can occur at varying levels, requiring differing technologies, support, and funding. Educators, practitioners, and researchers in communication sciences and disorders are encouraged to consider the application of DVC in the training and supervision of future professionals, in provision of services through telepractice, and in consultation models and in research endeavors.

Why Ambiguity Detection Is a Predictor of Early Reading Skill

Szabo Wankoff, L., Cairns, H. S. — Fri, 17 Apr 2009 10:57:53 PDT

This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities: ambiguity detection, conservation, lexical processing, and reading comprehension. Although intercorrelations among all four tasks were highly significant, regression analyses indicate independent contributions of processing and metalinguistic skills to ambiguity detection, which is, in turn, the sole predictor of reading comprehension. A developmental sequence is hypothesized. The authors suggest that ambiguity detection can be used to identify children who are at risk for reading failure and that training in ambiguity detection can be used in reading-readiness training and as an intervention tool.

Families' Response When Individuals Have Communicative Disorders

Cheng, L. — Thu, 08 Jan 2009 13:40:54 PST

Creating an Optimal Language Learning Environment: A Focus on Family and Culture

Cheng, L.-R. L. — Thu, 08 Jan 2009 13:40:54 PST

Understanding the family systems and structures of our diverse populations is one of the most important tasks of professionals in education. Children learn from their family, school, and community. They learn from their experiences by observing, talking, and interacting with their environment. Parents play a pivotal role in the education of their children. However, as illustrated by case studies that focus mostly on Asian families, cultural definitions and differences can create conflict between the family and educators—conflict that can end in tragedy. Creating a school-home educational relationship is crucial to the needs of the child. This article provides suggestions for creating and providing an optimal learning environment for children to help build a foundation for academic and life success.

The Aftermath of Combat-Related PTSD: Toward an Understanding of Transgenerational Trauma

Pearrow, M., Cosgrove, L. — Thu, 08 Jan 2009 13:40:54 PST

The number of military personnel who are involved in combat situations continues to increase. As a result, researchers have identified risk factors associated with the development of combat-related posttraumatic stress disorder (PTSD). The authors of this article review some of the characteristics of military personnel involved in these conflicts, factors unique to the current military actions, and symptom presentation and prevalence rates of PTSD among those serving in Iraq and Afghanistan. They discuss mechanisms for the transgenerational transmission of trauma symptoms and identify strategies for interventions.

Providing Optimal Special Education Services to Hispanic Children and Their Families

Langdon, H. W. — Thu, 08 Jan 2009 13:40:54 PST

The U.S. Census Bureau reported that 44.3 million people living in the United States in 2006 were of Hispanic descent. This population is far from homogeneous and includes seven major subgroups based on their origin, each with its own characteristics, which are briefly discussed. Of the 5.1 million children identified as English language learners, 79% speak Spanish as their first language based on 2004-2005 school records. This article presents several areas to be considered by education personnel when working with the Hispanic population, including rearing and communication patterns, families' experiences attaining literacy and school resources, facilitating communication with Hispanic families, and how families understand and react to various educational and medical disabilities. Three case studies illustrate scenarios of children of various ages and challenges and ways in which their families might ensure that they receive optimal educational opportunities. The article ends with a list of suggestions for school personnel.

Collaborating With Chinese Families of Children With Hearing Impairments

Lo, L. — Thu, 08 Jan 2009 13:40:54 PST

Developing a collaborative home-school partnership in the special education process is one of the crucial indicators of successful educational planning. Special education laws and regulations strongly emphasize the importance of parental roles in the process. However, as is well documented in existing literature, it can be challenging for many culturally and linguistically diverse families to be schools' equal partners and to be actively involved in the process of developing their children's educational programs. As the number of Asian students with disabilities continues to increase, the purpose of this article is to illustrate two Chinese families' experiences and identify what educators and service providers could do to strengthen their partnerships with Chinese families of children with hearing impairments.

Job Stress of School-Based Speech-Language Pathologists

Ferney Harris, S., Prater, M. A., Dyches, T. T., Allen Heath, M. — Thu, 08 Jan 2009 13:40:54 PST

Stress and burnout contribute significantly to the shortages of school-based speech-language pathologists (SLPs). At the request of the Utah State Office of Education, the researchers measured the stress levels of 97 school-based SLPs using the Speech-Language Pathologist Stress Inventory. Results indicated that participants' emotional-fatigue manifestations, instructional limitations, biobehavioral manifestations, lack of professional supports, and total stress were significantly below that of the original national sample. However, of the 48 survey items, participants' responses indicated more stress in three specific areas, namely, caseload size, salary, and the use of prescription drugs. Caseload and salary have been identified in other studies as major sources of stress for SLPs. No significant differences in stress were identified with the type of school district (rural and urban), number of years' experience, or number of students served. Efforts to reduce stress levels of SLPs should be aimed at increasing supports, reducing caseloads, and increasing salaries.

An Investigation of the Relationship Between Health Literacy and Social Communication Skills in Older Adults

Hester, E. J. — Thu, 08 Jan 2009 13:40:54 PST

The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the Social Communication subtest of the Functional Assessment of Communication Skills in Adults and the Short Test of Functional Health Literacy in Adults. Correlational statistics indicated significant relationships between social communication skills and health literacy in older adults. Aspects of social communication that involve initiating discourse, facial expressions, and voice tone were positively related to reading comprehension items that involve informing, naming, and requesting information. Results of the study suggest that social communication skills may possibly serve as predictors of health literacy. Further study of the potential relationships between these variables is needed to improve health literacy assessment and intervention for older adults.

State Eligibility Requirements for Specific Learning Disabilities

Ahearn, E. M. — Thu, 08 Jan 2009 13:40:54 PST