tag:blogger.com,1999:blog-38670097453065961282024-03-05T05:01:15.494-05:00The Canadian SLPThis blog is maintained by the Language and Working Memory Laboratory at the University of Western Ontario.
The purpose of this blog is to review research articles and discuss clinical implications. Please email our lab manager to request the original articles. Our lab manager can be contacted at lwmlab2505@gmail.comTyler Leveehttp://www.blogger.com/profile/09554728628164395920noreply@blogger.comBlogger158125tag:blogger.com,1999:blog-3867009745306596128.post-15754141197402201962024-03-04T15:06:00.000-05:002024-03-04T15:06:07.134-05:00Relations between teacher talk characteristics and child language in spoken-language deaf and hard-of-hearing classrooms<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: inherit;"><span lang="EN-US">Duncan, M.K.,
& Lederberg, A.R. (2018). Relations between teacher talk characteristics
and child language in spoken-language deaf and hard-of-hearing classrooms. <i>Journal
of Speech, Language, and Hearing Research,</i> 61, 2977-2995. </span><a href="https://doi.org/10.1044/2018_JSLHR-L-17-0475">https://doi.org/10.1044/2018_JSLHR-L-17-0475</a></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US"><span style="font-family: inherit;">Children with
hearing loss have difficulty learning spoken language. This impacts their
literacy (reading and writing) skills as well. These children frequently have
difficulty learning vocabulary simply by hearing words used, which is the way
hearing children often learn new words. Children with hearing loss also have
difficulty with syntax (putting words together to form sentences), likely due
to the difficulties hearing key word endings or morphemes. Hearing impaired
children perform significantly lower than their hearing peers on measures of
both vocabulary and morphosyntax.<o:p></o:p></span></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: inherit;">Duncan and
Lederberg explain that past research has shown that certain aspects of adult
language use can impact language development in hearing children. Interventions
have been developed for hearing children employing these features of adult
language, in particular through the use of certain characteristics of teacher
talk. These teacher talk characteristics include:</span></p><p class="MsoNormal" style="margin-bottom: 0in;"></p><ol style="text-align: left;"><li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Reformulation: repeating and expanding the child’s
statement, modelling more adult-like language</span></span></li><li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Language elicitations: invitations to the child to
respond with a single word or a short list of possible responses (closed
elicitations), or to respond with longer or more complex responses (open-ended
elicitations)</span></span></li><li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Explicit vocabulary instruction: the teacher provides a
child-friendly definition and connects this new word to the child’s existing
knowledge</span></span></li><li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Explicit grammar instruction: the explicit provision
of grammar instruction</span></span></li><li><span style="text-indent: -0.25in;"><span style="font-family: inherit;">Wait time: allowing approximately 3 seconds after a
language elicitation (e.g., a question) for the student to provide a response
(allowing time to think about and form a higher-quality response)</span></span></li></ol><p></p><p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: inherit;">While some
research had been done on the impacts of parental language input and language
development in hearing impaired children, little research has addressed the
impacts of teacher language input for children with hearing loss. In this
study, the authors addressed this gap, and did so with two goals. The first was
to examine the characteristics of teacher talk being used in spoken language
classrooms with hearing impaired children. The second was to determine the
extent to which teacher talk relates to language gains for hearing impaired
children in vocabulary and morphosyntax over a school year.</span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US"><span style="font-family: inherit;">The authors
examined the language (vocabulary and morphosyntax) scores of 68 hearing
impaired children in kindergarten, grade one, and grade two. These students
were from 25 classrooms in which spoken English was used exclusively. Language
scores were collected in the fall and spring terms of the same school year. Teacher
talk was observed, transcribed, and coded (for each of the 5 teacher talk characteristics)
for a 20 minute period during the winter term.</span></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US"><span style="font-family: inherit;">When examining
the characteristics of teacher talk used in the classrooms with hearing
impaired students, they found that the most frequent of the teacher talk
characteristics was the use of closed language elicitations. Open-ended
language elicitations were frequently used as well, but to a lesser degree.
While imitating the students’ statements verbatim was rare, reformulation of
their statements was quite common. Use of explicit vocabulary instruction
varied between teachers, with some using it once every two minutes, and others
using it only a couple of times or not at all within the observation window. Wait
time was not frequently observed, but this may have been due to students
responding immediately. Explicit grammar instruction was rare.</span></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US"><span style="font-family: inherit;">When
determining the impact of teacher talk characteristics on spoken language
development of hearing impaired students across the school year, the authors
found that greater use of reformulation and explicit vocabulary instruction
were predictors of gains in vocabulary, and that use of explicit vocabulary
instruction was a predictor of gains in morphosyntax.</span></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US"><span style="font-family: inherit;">The
implications of this study are that language input from classroom teachers has
the ability to promote language development in their students with hearing
impairment. The use of certain characteristics of teacher talk can benefit
hearing impaired students’ development of vocabulary and morphosyntax (in
particular, the use of reformulations to support vocabulary gains, and explicit
vocabulary instruction to support both vocabulary and morphosyntax gains).
Teacher training programs could be designed to support teachers in the
development of skills in these areas.</span><o:p></o:p></span></p><p>
</p><p class="MsoNormal" style="margin-bottom: 0in;"><br /></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><div class="separator" style="clear: both;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" data-original-height="647" data-original-width="467" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK0whHG8T55UBGlstDu66eN2ZSJQoDRZIZrOXh9AvekMnPvc7fiqG0vfn3arwLyqoiIIJJBo1p820tCRAYQr5sGjAI1Rf5n1RfAEurUiEV07rSusRbr0yaG4dVP_O5_jZmO86YOxbf1d7MI-R3hNyqZrFXi4CXIklmE4vZ5Vx26GFoDs3afJorZ0GF=w144-h200" width="144" /></div></div><div style="text-align: left;"><span face="Calibri, sans-serif" style="color: black; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span>Blogger: Rachel Benninger is a combined MClSc/PhD student working under the supervision of Dr. Lisa Archibald</span></span></div></span></div><div class="separator" style="clear: both;"><span style="font-family: "Times New Roman", serif;"><div class="separator" style="clear: both;"><br /></div><br /></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-72260667300886362122024-01-27T11:38:00.000-05:002024-01-27T11:38:47.163-05:00Nonverbal executive functioning in relation to vocabulary and morphosyntax in preschool children with and without developmental language disorder<p style="text-align: left;"><span style="background-color: white; color: #242424;"><span style="font-family: inherit;">Everaert et al. (2023) Nonverbal executive functioning in relation to vocabulary and morphosyntax in preschool children with and without developmental language disorder. <i>JSLHR</i>, 66, 3954-73.</span></span></p><p style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;">Children with Developmental Language Disorder (DLD) have a persistent language difficulty that has a significant impact on school learning and everyday interactions. Executive functions are brain-based processes that allow us to create and sustain action towards goals while acting insightfully with others. Three cognitive resources support executive functions including the ability to update information held in mind or working memory, the ability to inhibit unnecessary information which, along with working memory, allows for selective attention, and cognitive flexibility, or the ability to put things together in unique ways. There are well-recognized links between executive functions and language learning. For example, working memory can support holding novel phonological forms in mind so that new vocabulary can be learned. In addition, putting words to the steps you need to complete helps you achieve goals. Given this link, there has been interest in examining executive functions in children with DLD.</span></p><p style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;"><br aria-hidden="true" /></span><span style="font-family: inherit;">One challenge with examining executive functions in children with DLD is that many executive functions tasks involve language. Indeed, systematic reviews has reported that children with DLD differ substantially from their typically developing peers when compared on verbally-loaded executive function tasks. The group difference, however, while reliable, is considerably smaller when the groups are compared on nonverbal function tasks such as recalling the sequence of indicated blocks.</span><span style="font-family: inherit;"><br aria-hidden="true" /></span><span style="font-family: inherit;"><br /></span></p><p style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;">This study examined the relationship between language (vocabulary; morphosyntax) and nonverbal executive function measures in 3-6 year old children with and without DLD. The children with DLD scored significantly lower than the typically developing group on all four executive function measures. An executive function factor was found to add significant predictive value to morphosyntax but not vocabulary performance in children with DLD. For typically developing children, executive functions predicted both vocabulary and morphosyntax. Diagnosis (DLD or not) was not a significant moderator of these relationships.</span></p><p style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;"><br aria-hidden="true" /></span><span style="font-family: inherit;">These results highlight the importance of using strategies to scaffold executive functions when providing language-based interventions with a high verbal load such as sentence-level activities. Strategies might include repeating information, providing visual supports, and breaking the task into smaller steps.</span></p><div style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;"><br /></span></div><div style="background-color: white; border: 0px; color: #242424; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variant-position: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><span style="font-family: inherit;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s1600/Screen+Shot+2020-06-09+at+5.28.58+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="296" data-original-width="234" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s200/Screen+Shot+2020-06-09+at+5.28.58+PM.png" width="158" /></span></a></div><span style="font-family: inherit;">Blogger: Lisa Archibald</span>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-48353519956002271922024-01-09T11:19:00.000-05:002024-01-09T11:19:13.216-05:00Playful punctuation in primary children’s narrative writing<p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;"><span style="background-color: white;"><span style="color: #05103e;">Burrell,
A., & Beard, R. (2022). Playful punctuation in primary children’s narrative
writing. <i>Research Papers in Education, </i>1-28. </span></span><a href="https://doi.org/10.1080/02671522.2022.2125053">https://doi.org/10.1080/02671522.2022.2125053</a></span></p><p class="MsoNormal" style="text-align: left;"><span style="background: white; color: #05103e;"><span style="font-family: inherit;"><o:p></o:p></span></span></p><p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;">Language play has been defined as any use of language
that is creative and unusual. This article focused on language play through
punctuation. This study investigated children's use of playful punctuation in
narrative writing. The data were derived from a previous study focused on
writing development in the 9–11 year olds and identified three attainment
sub-groups: (i) the highest-attaining children in Year 6, (ii) children with
the lowest scores in both Year 6 and Year 5, and (iii) children with the most
significant increase in attainment between Year 5 and Year 6. The analysis
examined the purpose and organization, grammar, vocabulary, style, punctuation,
spelling, and handwriting aspects of writing. The analysis of 71 stories
revealed diverse playful punctuation, with notable usage of quotation marks,
exclamation marks, and question marks, while other elements like asterisks and
interrobangs were used less frequently. Clear variations were observed among
attainment groups in the content and extent of playful punctuation. The results
suggest that narrative writing provides opportunities for creative and playful
punctuation use by 10–11 year-olds, prompting further investigation into such
linguistic play. The study also noted variations in punctuation use among
individual children, highlighting stylistic choices. Some children favored
certain punctuation marks, such as dashes or exclamation marks, to emphasize
specific narrative effects. Additionally, the study observed unconventional
uses of punctuation, like elongated ellipses (the use of several full stops
together, often used to express hesitation) and the interrobang (the use of
exclamation mark and a question mark together), showcasing individual
creativity in punctuation application.</span></p><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><span style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><p class="MsoNormal" style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVZ7tQi86VckmNRnAjWYjqd66Gcd_htgBeGwTXFmn0hRFQ7re2LvZ4GpYG61PakMNLcIyL3UOIou7fMagD-KjLMMY0acA9vo2DxwLLTGWNxh5c2dha-KkSSi3_tR-50P7g_gmHiFUpxnqY-fnMt_KV28xWYyCzMQnOp8J8cHbgbxS96VLThPXnrQep/s373/Diya%20Nair%20Photo.png" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="373" data-original-width="285" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVZ7tQi86VckmNRnAjWYjqd66Gcd_htgBeGwTXFmn0hRFQ7re2LvZ4GpYG61PakMNLcIyL3UOIou7fMagD-KjLMMY0acA9vo2DxwLLTGWNxh5c2dha-KkSSi3_tR-50P7g_gmHiFUpxnqY-fnMt_KV28xWYyCzMQnOp8J8cHbgbxS96VLThPXnrQep/w153-h200/Diya%20Nair%20Photo.png" width="153" /></span></a></p><p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;">B<span>logger: </span><span>Diya Nair is an MSc student working under the supervision of Dr. Lisa Archibald.</span></span></p></span></div></div></div></div></div></div><p style="height: 0px; text-align: left;"><br /></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-6292394354330821242023-12-17T22:15:00.000-05:002023-12-17T22:15:29.958-05:00Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design<p><span lang="EN-US"><br /></span></p><p class="MsoNormal" style="line-height: 115%;"><span style="font-family: times;"><span style="line-height: 115%;">Kelso, K., Whitworth, A., & Leitão, S. (2022).
Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A
pilot single case experimental design. <i>Child Language Teaching and Therapy</i>,
38(2), 151-165. </span><a href="https://doi.org/10.1177/02656590211071003"><span style="line-height: 115%;">https://doi.org/10.1177/02656590211071003</span></a></span></p><p class="MsoNormal" style="line-height: 115%;"><span style="line-height: 115%;"><span style="font-family: times;">Poor comprehenders are a subgroup of poor readers who can
read accurately and fluently at a level appropriate for their age but struggle
to comprehend what they read. The current consensus is that 7-8% of children in
middle primary can be classified as poor comprehenders, with this number
increasing across school grades. While there is far less research on children
with specific comprehension difficulties, compared with word reading accuracy
difficulties, there is now a sizeable body of research on the language and
cognitive profiles of poor comprehenders, with intact phonological processing
skills being a key feature. There is also limited research into reading
comprehension instruction more broadly, and even less on effective instruction
for poor comprehenders, although there is some evidence to suggest that
strategy-based instruction to improve inference making can be effective.</span></span></p><p class="MsoNormal" style="line-height: 115%;"><span style="line-height: 115%;"><span style="font-family: times;">This pilot study used a single case series design to explore whether
an intervention designed to target higher-level language skills was effective
in improving the oral inference making and comprehension monitoring skills of poor
comprehenders and, in turn, their reading comprehension. Participants were 11
children in grades 3 – 6 (aged 7;8 −12;1 years) who presented with a profile of
adequate vocabulary and grammar skills but higher-level language difficulties. The
intervention consisted of 10, <a name="_Int_hu9sUg8Q">45 minute</a> weekly
sessions, presented in two blocks of five weeks. Testing was completed at four
time points: two prior to intervention, one immediately following intervention,
and a fourth 4-5 <a name="_Int_M9X0vZyh">months</a> post-intervention. In the
first block of sessions, five strategies were introduced for use across the
reading cycle (before, <a name="_Int_fMGvR7uZ">during ,</a> after). The second
five sessions focused on applying the strategies taught and making inferences during
reading of longer fiction and non-fiction texts.</span></span></p><p><span lang="EN-US" style="font-family: times;">
</span></p><p class="MsoNormal" style="line-height: 115%;"><span style="line-height: 115%;"><span style="font-family: times;">The results of the study showed that oral inference making
improved post-intervention for most participants, as did the ability to
identify inconsistencies in texts (comprehension monitoring) for eight of the
11 participants. Transfer to improvement on standardised reading comprehension
measures was more limited, consistent with previous research findings,
particularly for nonfiction texts. However, the majority of participants had
improved in the number of literal and inference questions answered correctly at
the <a name="_Int_b85fX5Hj">4-5 month</a> follow-up. The authors concluded by
suggesting that the preliminary findings indicated that the 10-session intervention
has the potential to improve children's comprehension during reading, and that
examining responses to different types of questions may be beneficial to
identify poor comprehenders, rather than just looking at overall reading
comprehension test scores.</span><span style="font-size: 11pt;"><o:p></o:p></span></span></p><p><br /></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><div class="separator" style="clear: both;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhIoUreZyFuy6oKwm_GRmt-5exFoDpa_azLXhJz2z0sgMC-jk7V2hMKI6BhEdMHA-pD_9epVJxa7NE7eYDvbGuNX8UoY0BAsoVWujbu2jtJI5jETP0cE4KiQ3Z3wo6IZBnyrOegsrfFHBveTMzOnnt942niTvGgYqTntmtdp15Jsta8L8fTHt3ZQms6CvU" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1280" data-original-width="960" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEhIoUreZyFuy6oKwm_GRmt-5exFoDpa_azLXhJz2z0sgMC-jk7V2hMKI6BhEdMHA-pD_9epVJxa7NE7eYDvbGuNX8UoY0BAsoVWujbu2jtJI5jETP0cE4KiQ3Z3wo6IZBnyrOegsrfFHBveTMzOnnt942niTvGgYqTntmtdp15Jsta8L8fTHt3ZQms6CvU" width="180" /></a></div><br /><br /></div></div><div style="text-align: left;"><span style="font-family: times;"><span face="Calibri, sans-serif" style="color: black; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span>Blogger: </span></span><span style="text-align: center;">Katrina Kelso is a Postdoctoral Associate
working with Dr. Lisa Archibald.</span></span></div><div style="text-align: left;"><span style="font-family: times;"><span style="text-align: center;"><br /></span></span></div></span></div></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-16817820296364202462023-11-17T14:12:00.001-05:002023-11-17T14:12:39.070-05:00Complex language use in children with hearing loss: A scoping review<p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">Klieve, S., Eadie, P., Graham, L., Leitao, S. (2023). Complex language
use in children with hearing loss: A scoping review. <i>Journal of Speech,
Language, and Hearing Research,</i> 66, 688-719.</span><span lang="EN-US"> </span><a href="https://doi.org/10.1044/2022_JSLHR-22-00270">https://doi.org/10.1044/2022_JSLHR-22-00270</a></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">In a review of the research spanning the years since 1990, Klieve and
colleagues aimed to determine what is known about the use of complex language,
specifically complex syntax (the ability to form complex sentences), by
children with hearing loss. The authors sought to determine if there is a
profile (a typical distribution of strengths and weaknesses) of complex language
use for these children, which could help guide more effective intervention
practices.</span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">Despite technological advances, many children with hearing loss still
face significant difficulties with language in comparison to their hearing
peers. Complex syntax supports literacy activities (such as oral and written
expression and reading comprehension) and overall academic achievement. Much of
the available research on complex language use in children with hearing loss
focuses on the early elementary school years, even though complex syntax
continues to develop past this stage. An important shift takes place around the
age of 8 or 9 when students move from learning to read, to reading to learn.
This shift aligns with an increase in the use of complex language and results
in a widened gap between the skills of children with hearing loss and their
hearing peers.</span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">This review looked at research with a focus on complex syntax use at the
sentence or discourse level (language made up of more than single words) by
children (ages 4-18) with a moderate or greater hearing loss who use spoken
language as their main method of communication.</span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">The authors’ findings revealed the following characteristics of the
complex language of children with hearing loss: use of more simple sentences, simple
clauses and connectors, and use of fewer conjunctions and fewer complex
conjunctions. Children with hearing loss used a comparable number of units of
content in sentences but with fewer grammatically correct units.</span></p><p>
</p><p class="MsoNormal" style="margin-bottom: 0in;"><span lang="EN-US">Overall, the authors found that children with hearing loss experience
difficulties across many aspects of complex syntax, and that difficulty with
earlier developing complex syntax resulted in difficulty with later syntax
development. This information can be used to develop an effective intervention
approach for children with hearing loss that addresses a broad range of complex
syntax, with the aim of supporting not only the development of complex language
use in children with hearing loss, but ultimately supporting their overall
academic success. More research into this area is needed in order to determine
effective approaches to intervention for these children.</span></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span></p><div class="separator" style="clear: both;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" data-original-height="647" data-original-width="467" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK0whHG8T55UBGlstDu66eN2ZSJQoDRZIZrOXh9AvekMnPvc7fiqG0vfn3arwLyqoiIIJJBo1p820tCRAYQr5sGjAI1Rf5n1RfAEurUiEV07rSusRbr0yaG4dVP_O5_jZmO86YOxbf1d7MI-R3hNyqZrFXi4CXIklmE4vZ5Vx26GFoDs3afJorZ0GF=w144-h200" width="144" /></div></div><div style="text-align: left;"><span face="Calibri, sans-serif" style="color: black; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span>Blogger: Rachel Benninger is a combined MClSc/PhD student working under the supervision of Dr. Lisa Archibald</span></span></div></span></div><div class="separator" style="clear: both;"><span style="font-family: "Times New Roman", serif;"><div class="separator" style="clear: both;"><br /></div><br /></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-46426824327929325862023-10-16T11:59:00.000-04:002023-10-16T11:59:25.399-04:00Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change<p class="MsoNormal"><span style="font-family: times;">Jacobs, J.
Scornavacco, K., Harty, C., Suresh, A., Lai, V., & Sumner, T. (2022).
Promoting rich discussions in mathematics classrooms: Using personalized,
automated feedback to support reflection and instructional change. <i>Teaching
and Teacher Education, 112,</i> 103631–. https://doi.org/10.1016/j.tate.2022.103631</span></p><p class="MsoNormal"><span style="font-family: times;">Oral
language plays an important role in a child’s everyday life. Oral language is
needed for learning to read and participating in classroom activities. Children’s
oral language can be supported in the classroom through classroom talk. But ‘just
getting students to talk’ can be challenging. One way to promote rich classroom
talk is through the use of talk moves. Talk Moves are sentence starters that
teachers and students can use to engage in conversations. For example, if a student
gives a confusing response to a question, the teacher can use the ‘<i>Say More</i>’
move to ask the student to “Say more about that…”. This move gives the student
an opportunity to clarify their thinking. However, providing professional
development on talk moves could be time-consuming and expensive, requiring
expert coaching and human coders.</span></p><p class="MsoNormal"><span style="font-family: times;">In this
study, researchers evaluated the TalkMoves application that they designed to
automatically detect talk moves after teachers uploaded their classroom
recording. Participants included 21 grade 4-12 teachers and their classroom.
The teachers recorded a total of 233 math lessons (mean = 10; range = 3 – 21)
over a four-month period. The feedback provided from the application would inform
teachers on the type and frequency of talk moves used, the percentage of
teacher and student talk, and a word cloud showing the most used words.</span></p><p>
</p><p class="MsoNormal"><span style="font-family: times;">Results
revealed that teachers found the application to be user-friendly but they felt
the recording underestimated the amount of student talk. Teachers were more
interested in feedback about teacher vs. student talk than use of talk moves,
possibly due to a lack of familiar with talk moves. In fact, one teacher noted
that although the feedback was useful in helping her try to change practice
(e.g., use more talk moves), she was still unsure what talk moves meant and
that examples and explicit teaching would have been beneficial. The most
commonly used talk moves were “keeping everyone together” (e.g., asking yes/no
questions, asking students to repeat) and “press for accuracy” (e.g., asking
students to use mathematical vocabulary). The least used were “getting students
to relate” (e.g., commenting on ideas, agreeing/disagreeing with ideas) and “press
for reasoning” (e.g., asking students to explain their ideas). Teachers nominally
increased their use of talk moves over time, but results were not significant. Overall,
while the TalkMoves application has the potential to provide teachers with automated
and individualized feedback about their classroom talk, it seems crucial that
teachers have a solid understanding of talk moves. This way, when teachers are interpreting
feedback from application, they can understand what they are looking at and how
they could change practice. <o:p></o:p></span></p><p class="MsoNormal"><br /></p><div><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em; text-align: left;"><span style="font-family: times;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></span></a><span style="text-align: left;"><div><span style="font-family: times;">Blogger: Theresa Pham is a Postdoctoral Associate.</span></div></span></div></div></div><p style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></p></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-24633094957770551972023-05-10T09:09:00.000-04:002023-05-10T09:09:41.210-04:00Design, implementation, and evaluation of dialogic classroom talk in early childhood education<p class="MsoNormal"><span style="font-family: times;">van der Veen, C., Michaels, S., Dobber, M., van Kruistum,
C., & van Oers, B. (2021). Design, implementation, and evaluation of
dialogic classroom talk in early childhood education. Learning, Culture and
Social Interaction, 29, 100515–. <a href="https://doi.org/10.1016/j.lcsi.2021.100515">https://doi.org/10.1016/j.lcsi.2021.100515</a></span></p>
<p class="MsoNormal"><span style="font-family: times;">Classroom discussions offer opportunities for developing
learning, reasoning, and language skills. However, often times, classroom talk
uses the Initiation-Response-Evaluation sequence, limiting opportunities for
students to think and talk together, for example:<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="font-family: times;">Teacher: <i>How do plants grow?</i><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="font-family: times;">Student: <i>Photosynthesis</i><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left: .5in;"><span style="font-family: times;">Teacher: <i>Correct</i><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family: times;">One promising approach to involve students in classroom talk
is called talk moves. Talk moves are conversational strategies that teachers
can use to encourage students to (a) share, expand, and clarify their thinking
(<i>Let’s take time to think</i>); (b) listen to others (<i>Can you repeat what
John just said?</i>); (c) deepen reasoning (<i>What evidence did you use?</i>);
(d) and think with others (<i>Do you agree or not? Why?</i>). Students
themselves could also use talk moves to invite others into the conversation. It
would follow that understanding how talk moves could affect classroom culture
is warranted.</span></p>
<p class="MsoNormal"><span style="font-family: times;">The present study consisted of two cycles, each lasting
about 8 weeks. At the start of each cycle, teachers met with the researchers to
learn about talk moves and co-design classroom discussions incorporating talk
moves. Baseline observations were completed before the first workshop. After
which, observations of their classroom (92 students total) were coded for the
following outcome measures. Teacher talk was coded for mean length turn (number
of words/turn) and types of talk moves used. Student turns were coded for oral
communicative competence assessed with a standardized test of pragmatics, child
participation, mean length turn, and key linguistic words used (e.g., <i>because,
Why?, I think</i>).</span></p>
<p class="MsoNormal"><span style="font-family: times;">Overall, preliminary results were promising. Teachers increased
their use of talk moves, especially the share, expand, clarify (<i>Let’s take
time to think</i>) and metacommunication moves (<i>What talk moves did we agree
upon?</i>). As for students, their oral communicative competence scores
increased throughout the intervention, they took longer turns, and used more
key linguistic words. Taken together, supporting the use of talk moves in the
classroom could be beneficial for student’s oral language development and
engagement more broadly.</span></p><div><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em; text-align: left;"><span style="font-family: times;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></span></a><span style="text-align: left;"><div style="text-align: left;"><span style="font-family: times;">Blogger: Theresa Pham is a Postdoctoral Associate working with Drs. Lisa Archibald and Janis Cardy.</span></div></span></div></div></div><p style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></p></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-71144469135678406552023-03-24T09:26:00.000-04:002023-03-24T09:26:57.066-04:00Camouflaging in Developmental Language Disorder: The Views of Speech and Language Pathologists (SLPs) and Parents<p class="MsoNormal">Hobson, H.M., & Lee, A. (2022). Camouflaging in
Developmental Language Disorder: The Views of Speech and Language Pathologists
and Parents. Communication Disorders Quarterly, OnlineFirst, <a href="https://doi.org/10.1177/15257401221120937"><span style="font-family: "Open Sans",sans-serif; font-size: 10.5pt;">https://doi.org/10.1177/152574012211209</span></a></p><p class="MsoNormal">Camouflaging is a term used to describe behaviours or
strategies that a neurodiverse person uses either knowingly (consciously) or
unknowingly (unconsciously) to minimize their neurodivergent characteristics.
Camouflaging has been studied in the context of autism. Autistic individuals
report that camouflaging is emotionally draining and exhausting because the
camouflaging behaviours require additional cognitive effort to maintain.</p><p class="MsoNormal">This present study is the first to examine camouflaging in
children with Developmental Language Disorder (DLD). Using a qualitative
descriptive design, the authors interviewed 6 SLPs and 6 parents of children
with DLD. A wide variety of behaviours considered to reflect were noted
including conversational tools (e.g., scripts; saying they understood when they
had not), relying on others (e.g., pausing and allowing others to fill in),
avoidance (e.g., playing by themselves; saying ‘I don’t know’), nonverbal
behaviours (e.g., smiling, nodding), disruptive behaviours (e.g., acting
silly), other cognitive abilities (e.g., using good problem solving skills to
work around a language difficulty), and copying (e.g., doing what the other
children are doing). Some impacts of camouflaging were that intervention
strategies might not be employed because the problem is not recognized or the
child prefers not to have to use the strategy. Exhaustion was commonly reported
with reports of children ‘holding it together at school and then having a
meltdown at home’. Personality factors influenced motivation for camouflaging
for the children but also people’s responses. For example, children might be
perceived as being difficult or rude. The authors indicate that there are
likely more camouflaging behaviours than were captured in the current study.</p><p>
</p><p class="MsoNormal">Children with DLD may knowingly or unknowingly camouflage
their language struggles. Understanding camouflaging could help in
understanding a child’s presenting profile.<o:p></o:p></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s1600/Screen+Shot+2020-06-09+at+5.28.58+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="296" data-original-width="234" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s200/Screen+Shot+2020-06-09+at+5.28.58+PM.png" width="158" /></a></div>Blogger: Lisa ArchibaldProject Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-3228033815040445022023-01-23T23:52:00.000-05:002023-01-23T23:52:32.123-05:00Reading, writing, and spoken language assessment profiles for students who are Deaf and Hard of Hearing compared with students with language learning disabilities<p class="MsoNormal"><span lang="EN-US">Wolf
Nelson, N. & Crumpton, T. (2015). Reading, writing, and spoken language
assessment profiles for students who are Deaf and Hard of Hearing compared with
students with language learning disabilities. <i>Topics in Language Disorders</i>,
35(2), pp. 157-179.<o:p></o:p></span></p><p class="MsoNormal">Despite the
many advances that have been made technologically and in terms of early
identification, Deaf and Hard of Hearing (DHH) children still face a lag in the
development of spoken and written communication in comparison to their hearing
peers. Hearing loss, even when aided, interferes with language learning. For
children with language learning disabilities (LLD; referred to as Developmental
Language Disorders (DLD) in more recent years), similar phonological skills can
be impacted. The possible areas of impairment for both groups include nonword
repetition, difficulties with mapping spoken and written language at the word-
and sub-word levels, difficulties with vocabulary, syntax, and discourse-level
skills.</p><p class="MsoNormal"><span lang="EN-US">In their
study, Wolf Nelson and Crumpton investigated whether specific language profiles
could assist with the diagnosis of co-occurring LLD and hearing loss. Using
data from the national standardization study for the Test of Integrated
Language and Literacy Skills (TILLS) to search for patterns (in vocabulary,
word structure, auditory memory, sentence-/discourse-level abilities), the
researchers compared and contrasted the language and literacy skills of three
groups of school-age students:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"></p><ul style="text-align: left;"><li><span lang="EN-US">DHH children<o:p></o:p></span></li><li><span lang="EN-US">Chronological age-matched hearing
peers with typical language development<o:p></o:p></span></li><li><span lang="EN-US" style="text-indent: -0.25in;">Chronological age-matched hearing
peers with primary LLD</span></li></ul><!--[if !supportLists]--><p></p><p class="MsoNormal"><span lang="EN-US">The authors
found the following:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;"></p><ol style="text-align: left;"><ol><li><span lang="EN-US">The typically developing hearing
group performed significantly better on most language and literacy skills than
the DHH children (all areas except for written expression – discourse).</span></li><li><span lang="EN-US" style="text-indent: -0.25in;">The DHH group performed similarly to
the LLD group in many areas, but significantly more poorly than the LLD group in
some areas (including both oral and written measures at the sound/word level
and multiple oral measures at the sentence/discourse level).</span></li><li><span lang="EN-US" style="text-indent: -0.25in;">Additional analyses indicated that for
the DHH children, vocabulary awareness predicted the language patterns, and
that phonemic awareness predicted word reading.</span></li></ol></ol><p>
</p><p class="MsoNormal"><span lang="EN-US">The
findings were taken as evidence for concern about the language and literacy
learning needs in DHH students. The authors emphasize the importance of
documenting actual performance rather than falling into the tendency to believe
students “sound okay” and “seem to be doing well.” Wolf Nelson and Crumpton
make two clinical recommendations: to ensure the best possible access to sound,
and to provide explicit individualized language intervention (targeting areas
such as vocabulary, phonemic awareness, morphemic awareness, phonics, and
narrative discourse).</span></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14.6667px; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><div class="separator" style="clear: both;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" data-original-height="647" data-original-width="467" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK0whHG8T55UBGlstDu66eN2ZSJQoDRZIZrOXh9AvekMnPvc7fiqG0vfn3arwLyqoiIIJJBo1p820tCRAYQr5sGjAI1Rf5n1RfAEurUiEV07rSusRbr0yaG4dVP_O5_jZmO86YOxbf1d7MI-R3hNyqZrFXi4CXIklmE4vZ5Vx26GFoDs3afJorZ0GF=w144-h200" width="144" /></div></div><div style="text-align: left;"><span face="Calibri, sans-serif" style="color: black; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span>Blogger: Rachel Benninger is a combined MClSc/PhD student working under the supervision of Dr. Lisa Archibald</span></span></div></span></div><div class="separator" style="clear: both;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><div class="separator" style="clear: both;"><br /></div><br /></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-45604738157903927922023-01-10T12:31:00.000-05:002023-01-10T12:31:38.885-05:00Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study<p style="text-align: left;"><span style="font-family: inherit; text-indent: 0.5in;"><span style="background: white; color: #252525;">Grolig, L., Cohrdes, C., Tiffin-Richards, S.
P., & Schroeder, S. (2020). Narrative dialogic reading with wordless
picture books: A cluster-randomized intervention study. <i>Early Childhood
Research Quarterly</i>, <i>51</i>, 191–203. </span><a href="https://doi.org/10.1016/j.ecresq.2019.11.002"><span style="background: white;">https://doi.org/10.1016/j.ecresq.2019.11.002</span></a></span></p><p></p><div><p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;">Did
you know that shared (dialogic) reading shows great promise for helping
children develop oral language skills, which in turn improves reading? Shared
reading refers to a child and adult talking about stories from books. Shared
reading involves extratextual talk, where an adult asks different types of
questions to the child during shared reading. Extratextual talk can help a
child learn vocabulary and gain understanding. The questions asked during
extratextual talk can broadly be categorised into inferential questions that
focus on thoughts, inferences and feelings, and literal questions that focus on
characters, setting and events of a story.</span></p>
<p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;">Grolig
along with his team of researchers conducted an extensive study to investigate
the impact of dialogic reading on literal and inferential comprehension, and
vocabulary breadth (knowledge of words) and depth (knowledge of word meaning).
At the level of the child care centre, 201 German-speaking preschoolers were
randomly assigned to complete a dialogic reading intervention, an alternative
treatment and a third no treatment group in twice weekly, 45-minute, small
group sessions over 6 months (42 sessions). Results revealed positive effects
on narrative comprehension, production and vocabulary breadth and depth for the
children in the dialogic reading group, with inferential comprehension effects
maintained after 5 months. Children in the other 2 groups did eventually catch
up but the study clearly showed an advantage for the dialogic reading group.</span></p><p class="MsoNormal" style="text-align: left;"><span style="font-family: inherit;">These results add to the growing evidence base for the positive effects of dialogic reading. If you want to find out more about dialogic reading, watch this video: </span><a href="https://youtu.be/0FUdTAHa0W0" style="font-family: inherit;">https://youtu.be/0FUdTAHa0W0</a></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><p class="MsoNormal" style="font-family: inherit; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVZ7tQi86VckmNRnAjWYjqd66Gcd_htgBeGwTXFmn0hRFQ7re2LvZ4GpYG61PakMNLcIyL3UOIou7fMagD-KjLMMY0acA9vo2DxwLLTGWNxh5c2dha-KkSSi3_tR-50P7g_gmHiFUpxnqY-fnMt_KV28xWYyCzMQnOp8J8cHbgbxS96VLThPXnrQep/s373/Diya%20Nair%20Photo.png" imageanchor="1" style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="373" data-original-width="285" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVZ7tQi86VckmNRnAjWYjqd66Gcd_htgBeGwTXFmn0hRFQ7re2LvZ4GpYG61PakMNLcIyL3UOIou7fMagD-KjLMMY0acA9vo2DxwLLTGWNxh5c2dha-KkSSi3_tR-50P7g_gmHiFUpxnqY-fnMt_KV28xWYyCzMQnOp8J8cHbgbxS96VLThPXnrQep/w153-h200/Diya%20Nair%20Photo.png" width="153" /></a></p><p class="MsoNormal" style="font-family: inherit; text-align: left;">B<span style="font-family: "Times New Roman", serif; font-size: 12pt;">logger: </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Diya Nair is an MSc student working under the supervision of Dr. Lisa Archibald.</span></p></span></div></div></div></div></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-82593838183441750502022-12-21T15:36:00.000-05:002022-12-21T15:36:36.651-05:00Current practices, supports, and challenges in speech-language pathology service provision for autistic preschoolers<p><span face=""Calibri",sans-serif" style="mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Binns, A.V., Cunningham, B. J., Andres, A.,
& Oram Cardy, J. (2022). Current practices, supports, and challenges in
speech-language pathology service provision for autistic preschoolers. <i>Autism
& Developmental Language Impairments</i>, 7,
23969415221120768–23969415221120768. <a href="https://doi.org/10.1177/23969415221120768">https://doi.org/10.1177/23969415221120768</a></span></p><p><span style="text-indent: 0.5in;"><span> </span>Speech-language pathology services
are one of the most frequently accessed services for autistic preschoolers. In
Ontario, this service is mostly accessed through the Preschool Speech and
Language Program. Capturing current speech-language pathology practices used
with autistic preschoolers as well as supports and challenges is needed to
inform research and clinical decisions about the program.</span></p><p><span style="text-indent: 0.5in;"><span> </span>In this study, 258 clinicians
including speech-language pathologists (SLPs) and communication disorders
assistants (CDAs) were surveyed on their experiences of delivering services to
autistic preschool children and their family. Results were as follows:</span></p><p></p><ul style="text-align: left;"><li><span style="text-indent: -0.25in;">Assessment – SLPs used a variety of assessment
tools (3-4 per assessment) to primarily evaluate four skills: prelinguistic
skills (e.g., joint attention, nonverbal skills), language, play, and
pragmatics (social use of language)</span></li><li>Intervention – Clinicians provided services to
about 23 children per month, with 39% of their caseload being children with
suspected or diagnosed autism. Therapy goals aligned with the four areas
assessed. Although therapy tended to be caregiver training, up to 26 unique
therapy programs were reported. In addition, there was no difference in reported
practice for children with suspected or diagnosed autism</li><li>Facilitators – At the individual level, having
professional development in e.g., caregiver training, ADOS training, and learning
about regulation and sensory processing facilitated practice. At the program
level, being able to collaborate with other professionals and access to
supports (e.g., CDAs) were ranked highly</li><li>Barriers – At the individual level, challenges included
access to professional development and counseling families. At the program
level, managing caseload (number of clients for whom therapy is provided) and
workload (other activities such as documentation and meetings) and community
messaging (undervaluing speech-language pathology services in favour of ABA)
were ranked as challenges</li></ul><span> </span>Overall, the findings revealed
variability in speech-language pathology practices used with autistic
preschoolers, highlighting a need to establish and promote equity in services.
Our lab aims to initiate a similar line of research by capturing current
practices in school-board speech-language pathology services.<div><br /><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em; text-align: left;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;"><div style="text-align: left;"><span style="font-size: 12pt;">Blogger: Theresa Pham is a Postdoctoral Associate working with Drs. Lisa Archibald and Janis Cardy.</span></div></span></div></div></div><p style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></p></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-41227243983074564792022-05-25T12:09:00.000-04:002022-05-25T12:09:09.779-04:00The use of questions to scaffold narrative coherence and cohesion: Use of questions to scaffold narrative<div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><p class="MsoNormal" style="text-align: left;">Silva, & Cain, K. (2019). The use of questions to
scaffold narrative coherence and cohesion: Use of questions to scaffold
narrative. <i>Journal of Research in Reading, 42(1),</i> 1–17.
https://doi.org/10.1111/1467-9817.12129</p>
</div></div></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><p class="MsoNormal" style="text-align: left;"><span> </span>Narrative abilities refer to the telling of a story.
Narrative skills require complex language skills including being able to tell a
story that makes sense (also known as coherence) and is grammatically correct
(also known as cohesion). Coherence refers to how story elements (e.g.,
character, settings, problem, solution) are included in the story, whereas
cohesion refers to how one sentence is related to another by using causal (<i>because</i>)
and temporal terms (<i>before</i>). </p></div></div></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><p class="MsoNormal" style="text-align: left;"><span> </span>One potential way to improve the quality of narratives is
through the use of questions. Some reasons why questions are beneficial include
highlighting important aspects of the story, helping children elaborate, and
guiding children’s attention to relevant information to include in narratives.
However, the timing of the question may be an important factor to consider.
Therefore, the goal of this study was to examine whether questions asked before
or after narrative production affected the coherence and cohesion of the story.
Further, the researchers examined whether cognitive or linguistic abilities
were related to narrative skills.</p>
<p class="MsoNormal" style="text-align: left;"><span> </span>In this study, 81 4-to 6-year-olds told two stories, one
before answering story questions and one after answering story questions. They
also completed an assessment battery to measure their cognitive abilities, working
memory skills, receptive vocabulary, and grammar knowledge. Results revealed
that older children performed better than younger children. More interestingly,
answering questions before narrative production improved coherence but not
cohesion. Working memory was also related to the narrative coherence benefit. </p>
<p class="MsoNormal" style="text-align: left;"><span> </span>The results are encouraging inasmuch as they suggest that exposure
to questions before story telling benefited narrative coherence. Future work in
our lab aims to look at how to improve narrative cohesion through the use of
questions as well. The results of this work will be clinically important for
findings ways to support children’s narrative skills.</p><p class="MsoNormal" style="text-align: left;"><br /></p><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em; text-align: left;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;"><div style="text-align: left;"><span style="font-size: 12pt;">Blogger: Theresa Pham is a Postdoctoral Associate working with Drs. Lisa Archibald and Janis Cardy.</span></div></span></div></div></div><p style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><br /></p></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-27848070102693957172022-04-26T10:54:00.000-04:002022-04-26T10:54:41.030-04:00Governing the voice: A critical history of speech-language pathology<p><span face=""Calibri",sans-serif" style="font-size: 12pt; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">St. Pierre, J., & St. Pierre, C. (2018).
Governing the voice: A critical history of speech-language pathology. <i>Foucault
Studies</i>, 24, 151-184.</span></p><p class="MsoNormal">This essay examines the history of the profession of
speech-language pathology in the United States. The argument is made that at
the beginning of the 20<sup>th</sup> century, speech became more central to
civic and capitalist operations in the U.S. There came to be dominant norms of
communication, which could be quantified especially as many children began
attending school allowing for the calculation of ‘deviance’ across the
population. These differences were considered medical and scientific, not
political. The goal of correction was to ‘normalize speech’ (according to norms
of civility, class, and whiteness). The question arises as to whether speech
correction is a rational social response to non-normative forms of
communication? A critical history allows us to question why we hold certain
views about speech, and imagine a less ableist view.</p><p class="MsoNormal">
</p><p class="MsoNormal">This challenging essay provides an important viewpoint for
examining the historical basis of practices in speech-language pathology. It
points to important racist and ableist influences that continue to shape
practice. <o:p></o:p></p><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s1600/Screen+Shot+2020-06-09+at+5.28.58+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="296" data-original-width="234" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s200/Screen+Shot+2020-06-09+at+5.28.58+PM.png" width="158" /></a></div>Blogger: Lisa ArchibaldProject Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-82805660544733289682022-03-31T16:36:00.001-04:002022-03-31T16:47:39.331-04:00Building Sustainable Models of Research-Practice Partnerships Within Educational Systems<p class="MsoNormal"><span style="font-family: "Times New Roman",serif;">Alonzo, C.
N., Komesidou, R., Wolter, J. A., Curran, M., Ricketts, J., & Hogan, T. P.
(2022). Building Sustainable Models of Research-Practice Partnerships Within
Educational Systems. <i>American Journal of Speech-Language Pathology</i>,
1-13.</span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif;"><span> </span>The
research-practice gap refers to a disconnect between the latest evidence
regarding practice in a field and the practices used in clinical settings. In
speech-language pathology there is a current and ongoing movement for the use
of implementation science<i> </i>to minimize the research-practice gap. <i>Implementation
science </i>studies strategies that facilitate the movement of evidence-based
practices into clinical settings. Central to implementation science are
sustainable collaborations between researchers and those who use the research
or knowledge, called knowledge users. Given the importance of partnerships,
researchers have begun to look at how to build partnerships. Henrick and
colleagues (2017) propose five critical dimensions for successful partnerships
that include: (1) building trust and cultivating partnership relationships, (2)
conducting research to inform action, (3) supporting the partner organization
in achieving their goals, (4) producing knowledge to inform educational
efforts, and (5) building capacity of participating researchers, knowledge
users, and the organization.</span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif;"><span> </span>In the
current article, the authors apply this partnership framework to their own
partnerships in elementary schools. They outline three different ongoing
partnerships in which they have been involved and describe the characteristics
of the three schools, and the researchers and knowledge users included in each
partnership. Each partnership also included the use of a knowledge broker who
worked with the knowledge users and researchers to support the partnership and
its success. The authors then mapped their own experiences onto the five
dimensions proposed by Henrick et al., (2017). These authors report that their collaborative
projects improved clinical knowledge for both the researchers and knowledge
users.</span></p><p class="MsoNormal">
</p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif;"><span> </span>By sharing
their experiences of working in partnerships, the authors provide an example of
successful partnerships and how their partnership activities map onto an
established framework in the field. Since there is a lot of momentum in
communication sciences and disorders to use knowledge translation approaches
such as implementation science, examples demonstrating experiences and outcomes
support others looking to use similar approaches.</span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><span><span><span><span><span><span><span> <span> <span> <span> <span> </span></span></span></span></span></span></span></span></span></span></span></span></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><span><span><span><span><span><span><span><span><span><span><span> <span> <span> </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s1600/Screen+Shot+2020-06-09+at+5.28.36+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="302" data-original-width="226" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s200/Screen+Shot+2020-06-09+at+5.28.36+PM.png" width="149" /></a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span>Blogger: </span>Meghan Vollebregt is a student in the combined SLP MClSc/PhD program working under the supervision of Dr. Lisa Archibald.</span></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-44447882482711583032022-03-28T10:21:00.003-04:002022-03-28T10:21:29.232-04:00The duality of patterning in language and its relationship to reading in children with hearing loss<p><span>Nittrouer, S., (2020). The duality of patterning in language and its relationship to reading in children with hearing loss. <i>Perspectives of the ASHA Special Interest Groups, 5, </i>pp. 1400-1409.</span></p><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14.6667px; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span> </span>By the time we reach adulthood, reading is something we do without thinking about it. However, reading is a task that we spend years of our lives learning to do and practicing as children. It involves coordinating multiple skills, from recognizing the letters on a page to understanding the meaning behind what is written. Nittrouer (2020) discusses the concept of duality of patterning in which two different levels of structure are involved in reading: the semantic level, referring to the words that make up speech and their meanings, and the phonological level, referring to the sounds that make up words. These two levels work together in language, but develop somewhat separately. When learning a new language, development begins with the semantic level (or meaning) followed by the phonological level (or sounds).</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14.6667px; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span> </span>For children with hearing loss, some of the auditory information they hear will be degraded (even with hearing aids), which causes more problems for learning phonological than semantic information. To look at how this impacts the learning to read in children, Nittrouer (2020) followed a group of 122 US children: 49 with normal hearing (NH), 19 with moderate hearing loss and using a hearing aid (HA), and 54 with moderate-to-profound hearing loss and using a cochlear implant (CI) from infancy to grade 8. The researchers found that those with hearing loss had lower vocabulary skills than those with normal hearing, with the CI group showing lower performance than the HA group. On measures of phonological structure, children with normal hearing had higher scores than their peers with hearing loss, and again, those with CIs scored lower than those with HAs. Although these skills improved for everyone, by grade 8, the CI group had reached a level equivalent to that of the normal hearing group in grade 2, suggesting significant difficulty for the CI group in phonological structure. In reading, the normal group used phonological processes for phonological tasks and semantic processes for semantic tasks. In contrast, however, the groups with hearing loss used both phonological and semantic processes for phonological and semantic tasks, suggesting that they relied on a combination of both, especially for the phonological tasks.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14.6667px; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span> </span>The authors suggest that intervention for children with hearing loss should include the use of meaningful structures, visual speech signals, and target both the semantic and phonological levels of structure throughout childhood.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span face="Calibri, sans-serif" style="font-size: 14.6667px; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><div class="separator" style="clear: both;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" data-original-height="647" data-original-width="467" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK0whHG8T55UBGlstDu66eN2ZSJQoDRZIZrOXh9AvekMnPvc7fiqG0vfn3arwLyqoiIIJJBo1p820tCRAYQr5sGjAI1Rf5n1RfAEurUiEV07rSusRbr0yaG4dVP_O5_jZmO86YOxbf1d7MI-R3hNyqZrFXi4CXIklmE4vZ5Vx26GFoDs3afJorZ0GF=w144-h200" width="144" /></div></div><div style="text-align: left;"><span face="Calibri, sans-serif" style="color: black; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 14.6667px;">Blogger: Rachel Benninger is a combined MClSc/PhD student working under the supervision of Dr. Lisa Archibald</span></span></div></span></div><div class="separator" style="clear: both;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><div class="separator" style="clear: both;"><br /></div><br /></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt;"><br /></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-83668660003019046892022-02-15T14:15:00.003-05:002022-02-15T14:15:33.827-05:00Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities.<p><span style="font-family: Times New Roman, serif;">Hendricks, & Fuchs, D. (2020). Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities. <i>Journal of Learning Disabilities, 53(6),</i> 428–443. https://doi.org/10.1177/0022219420920379</span></p><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">Measuring response to intervention is important for capturing change in a student’s progress over time. However, there are numerous ways to measure change, highlighting a need to understand how different methods and measures are used to claim that a student has indeed changed as a result of the intervention. In this study, the authors compared three measures (near-transfer vs. mid-transfer vs. far-transfer) and two methods (final status vs. growth method) to evaluate response to their reading intervention:</span></p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; line-height: 17.12px; mso-ansi-language: EN-US;">Briefly, in their reading intervention, students who had poor reading skills were tutored 3x/week for 14-15 weeks. In each 45-minute session, students were taught strategies for understanding texts related to social studies or science topics. Students were then tested on their knowledge by answering multiple choice questions related to the passage they read.</span></p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; line-height: 17.12px; mso-ansi-language: EN-US;">Measures:</span></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; line-height: 17.12px; mso-ansi-language: EN-US;">1. </span><span style="font-family: Times New Roman, serif;">Near-transfer: Near-transfer refers to applying the knowledge learned from the intervention to a very closely related task. Near-transfer passages used the same social studies or science topics, but different passages than those used in the intervention. After reading the passage, students answered multiple-choice questions, similar to the structure of the intervention.</span></p><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">2. Mid-transfer: Mid-transfer passages were about topics not addressed in the program (e.g., geography), but following the same format. Students were assessed with both multiple-choice questions and fill-in-the-blank questions. </span></p><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">3. Far-transfer: Far-transfer would indicate that learning applied beyond the trained tasks. In this study, standardized reading comprehension tests were used as a measure of far-transfer. This included the Wechsler Individual Achievement Test and Gates-MacGinitie Reading Test.</span></p></blockquote><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">Methods: </span></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">1. Final status: The final status (also called “normalization method”) was captured in two ways for the standardized vs. experimental tasks. On the far-transfer tests, students were identified as having changed if they received a final, post-treatment score above a standard score of 100 (50th percentile). On the near- and mid-transfer tests, students were classified as having changed if they had final scores of 75% and 87.5% correct on these experimental tasks. </span></p><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">2. Growth method: The growth method was also captured in two ways. The authors were able to calculate the reliable change index (RCI) for the standardized tests. RCI compares pre- and post-treatment outcomes; students who changed would have an RCI of greater than 1.96 (corresponding to a cut off on the standardized normal curve indicating the 5% tail of the distribution) . A “limited norm criterion” was used to capture change in the experimental tasks. Here, the authors determined the average change score for the group and students who made a reliable change improved their post-treatment score at/above that value. For example, students would have to improve their score by 3.5 on the near-transfer task to be classified as having changed. </span></p></blockquote><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">The results revealed that different measure-method combinations captured change differently. Rates of change ranged from 19% (far-transfer using RCI) to 80% (near-transfer using final status) depending on the method being used. Accordingly, there was low and inconsistent agreement on who improved across the methods of identifying change. On most measures, it was revealed that students with higher pretreatment scores were more likely to be classified as changed. However, on some growth measures, a slightly different pattern emerged: children with lower pretreatment scores (e.g., on all transfer-related measures) were more likely to have improvements following the intervention. </span></p><p class="MsoNormal"><span style="font-family: Times New Roman, serif;">The authors conclude that while capturing change is important to evaluate the effectiveness of intervention more broadly, the methods for doing so are currently arbitrary. Having benchmarks to compare responsiveness among measures would be useful for clinical decision making and we await future research to come to a consensus on how we should define change.</span></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;">Blogger: Theresa Pham is a Postdoctoral Associate working with Drs. Lisa Archibald and Janis Cardy.</span></div></div></div><p style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: left;"><br /></p></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-68424787842119839112022-01-12T11:43:00.006-05:002022-01-12T11:43:33.496-05:00 ‘Making the Most of Together-Time’: Development of a Health Visitor Led Intervention to Support Children’s Early Language and Communication Development at the 2-2½ Year-Old Review<div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: center;"><span id="docs-internal-guid-0ba6b80b-7fff-8607-e001-9a6b530ce551"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;">McKean, C., Watson, R., Charlton, J., Roulstone, S., Holme, C., Gilroy, V., & Law, J., (preprint). ‘Making the Most of Together-Time’: Development of a Health Visitor Led Intervention to Support Children’s Early Language and Communication Development at the 2-2½ Year-Old Review. Research Square.
</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><span> </span>Poor language development may negatively affect many areas of an individual’s life including education and literacy, mental health and social-emotional well-being, and even employment. Early intervention is important, but challenging. This study reported on a process of developing an evidence-based intervention program for healthcare visitors in The Healthy Child Programme (UK) to implement to improve the health of babies, children, and their families in the UK. The goal was to develop the intervention by working together with practitioners and the parents of children currently receiving speech and language services. The paper reports the intervention design process.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><span> </span>The development process included 5 stages made up of a series of reviews of literature, study team workshops, the development of workshop materials, the development of material and intervention prototypes, and multiple rounds of co-design workshops held with parents and practitioners. Following each stage, the research team used what they had learned to help prepare for the next stage of development. The involvement of the parents and practitioners allowed the research team to gather other perspectives and input from those individuals who would be directly involved in using the intervention.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><span> </span>Briefly, the final intervention model consists of having the Health Care Visitors show parents how to use a specific behaviour for just 10-15 minutes per day to target a specific language goal for their child. Depending on the needs of the specific child/family, the Health Care Visitor would provide support at one of three levels. For example, if the child was at a low risk for poor language development, the family would be provided with resources to help them create an environment that would support language development (these same resources were provided to all families). If the child was identified as being at risk of poor language development and the family had access to resources and support, the Health Care Visitor would use a self-directed approach, meaning they would show parents/caregivers how to use various strategies to support their child’s language development. Finally, if the child was at risk of poor language development, but the family had barriers in accessing resources or supports (for example, financial barriers, geographic barriers, physical barriers), the Health Care Visitor used a coaching approach, where additional face-to-face support and additional resources (such as books or social supports) were provided.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><span> </span>This study provides an excellent road map for how a team of researchers, clinicians, and end-users can partner together to design a feasible intervention system that fits a service context and provides a model for early intervention more broadly.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><div class="separator" style="clear: both; text-align: center;"><div style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" data-original-height="647" data-original-width="467" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEjK0whHG8T55UBGlstDu66eN2ZSJQoDRZIZrOXh9AvekMnPvc7fiqG0vfn3arwLyqoiIIJJBo1p820tCRAYQr5sGjAI1Rf5n1RfAEurUiEV07rSusRbr0yaG4dVP_O5_jZmO86YOxbf1d7MI-R3hNyqZrFXi4CXIklmE4vZ5Vx26GFoDs3afJorZ0GF=w144-h200" width="144" /></div></div><div style="text-align: left;"><span style="color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 14.6667px;">Blogger: Rachel Benninger is a combined MClSc/PhD student working under the supervision of Dr. Lisa Archibald</span></span></div></span></div><div class="separator" style="clear: both;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;"><div style="text-align: left;"><span style="font-size: 12pt;"><div class="separator" style="clear: both; text-align: left;"><br /></div><br /></span></div></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: left;"><br /></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-73688016425296605502021-12-02T09:17:00.000-05:002021-12-02T09:17:21.041-05:00The Girl Was Watered by the Flower: Effects of Working Memory Loads on Syntactic Production in Young Children<p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US;">Adams, &
Cowan, N. (2021). The Girl Was Watered by the Flower: Effects of Working Memory
Loads on Syntactic Production in Young Children. <i>Journal of Cognition and
Development, 22(1),</i> 125–148. https://doi.org/10.1080/15248372.2020.1844710<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US;">Working memory is the
ability to maintain information in mind while manipulating that (or other)
material in some way. Working memory is important for language production and
comprehension tasks such as sentence repetition. Sentence repetition draws on language
and working memory skills in order to hear and understand the sentence, retain
the meaning of the sentence in mind, and then formulate and produce the
sentence for recall. Working memory resources may be needed differently for
different types of sentences, however. For instance, after hearing a passive sentence
(<i>the flower was watered by the girl</i>), less working memory resources
might be needed to use the more familiar active form (<i>the flower was watered
by the girl</i>). On the other hand, it could be that verbatim repetition of
passive sentences is easier than transforming the passive sentence into an
active form. The aim of the current study was to understand how working memory
loads affect recall of passive sentences. <o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US;">Across two
studies, children ages 4-6 completed a sentence repetition task with and
without a memory load. An auditory-verbal memory load was imposed by having
children store a list of spoken digits in mind. A visuo-spatial memory load was
imposed by having children store a series of spatial locations in mind. Experiment
1 unfolded as follows: (1) children listened to passive sentences, (2) retained
the memory load, (3) described the same pictures as shown in (1) (children were
not explicitly told to use a passive voice), and (4) recalled the memory load
by saying the digits or drawing the location. In Experiment 2, children were
explicitly instructed to use the passive voice in step (3) of the procedure.<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US;">The results of
Experiment 1 suggested that children were likely to use passive sentences with
and without a memory load. In Experiment 2, children were more likely to use the
passive voice with a visual-spatial load and active sentences without a memory
load. Because passive sentences were retained even with reduced working memory
resources, the authors suggested that children were simply repeating sentences
verbatim. Additional support for simple repetitions came from the types of
errors children made. Although children were using the passive voice, they made
semantic errors such as switching the roles of the nouns (<i>the girl was watered
by the flower</i>).<o:p></o:p></span></p><p>
</p><p class="MsoNormal"><span lang="EN-US" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US;">The results
suggest that children can repeat sentences verbatim without understanding them,
whereas working memory resources are required to make more semantically
accurate responses. Given that immediate sentence recall tasks are used as part
of language assessment in speech-language pathology, it is important for
clinicians to understand the influence of language and memory on performance.
As well, it is important to consider going beyond scoring number of errors to
potentially understanding the types of errors being made.</span></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/s644/TPham_blog.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="644" data-original-width="591" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVxpRM-m15BuhsyR45vtO7TuuvesK4Qu5zFffshmn6XGsifEXt6qpc9qBFNV0dCK_45OAliessPyCKqV-eQDlZojdBHXTrj_rO1XTxSlXaO0FTBKj3omZMfXxQDAji5xlsD1DQaQ1xzDI/w184-h200/TPham_blog.png" width="184" /></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;"><div style="text-align: left;"><span style="font-size: 12pt;">Theresa Pham
completed the combined SLP MClSc/PhD program under the supervision of Dr. Lisa
Archibald.</span></div></span></div></div></div><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: center;"><br /></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-25286556363602888752021-10-05T20:03:00.003-04:002021-10-05T20:03:27.666-04:00The Effects of Different Sources of Stuttering Disclosure on the Perceptions of a Child Who Stutters<p>Snyder, G., Williams, M. G., Adams, C., & Blanchet, P. (2020). The Effects of Different Sources of Stuttering Disclosure on the Perceptions of a Child Who Stutters. <i>Language, Speech & Hearing Services in Schools, 51(3),</i> 745–760. https://doi.org/10.1044/2020_LSHSS-19-00059</p><p class="MsoNormal"><span style="background: white; color: #222222;"><o:p> </o:p></span></p><p>Stuttering is a speech disorder involving disruptions, or ‘disfluencies’ in a person’s speech. People who stutter are often subject unfounded prejudice and negative stereotypes. People who stutter are often perceived to be quiet, guarded, anxious, and poor communicators. There is growing recognition of the therapeutic role of self-advocacy in stuttering treatment. One such strategy is stuttering self-disclosure, the act of telling someone else that you stutter. Self-disclosure has been found to have positive effects on a stutterer’s quality of life. Telling someone you stutter can be very challenging for a stutterer. Positive impacts have also been reported when a mother or teacher provides the stuttering disclosure on a child’s behalf. Past research has specifically addressed oral stuttering disclosure, but the current study focused on written disclosure.</p><p></p><p>There were 4 groups in this study: (1) Control participants viewed a 55 second video speech sample of a child who stuttered; the remaining participants view a written statement prior to the video either from the (2) child, (3) mother, or (4) teacher. Participants were then asked to rate the child’s speech skills and personality characteristics. Overall, few effects were found. Ease of listening was rated ‘easier’ when mothers or teachers disclosed. As well, ratings of more ‘calmness’ were found in the case of child or mother disclosure; and ratings of more ‘relaxed’ were found in the case of mother disclosure.</p><p></p><p>In this study, there was no direct comparison to an oral disclosure condition. As well, the disclosure statement did not provide any information other than stating the person in the video was a stutterer and stuttering might be observed in the video. It is possible that the disclosure statement may not have appeared authentic as something a child would say.</p><p></p><p>The authors suggest that a written disclosure statement may be used in stuttering treatment as a ‘stepping stone’ towards oral disclosure. For example, a child might write the statement, share it with advocates, practice reciting the statement orally, and then begin sharing it with others orally.</p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit; text-indent: 36pt;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><span><span><span><span><span><span><span> <span> <span> <span> <span> <span> <span> </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi09zsfQs8KWFbBbyQWZ-MkkSW6rDuLgCSjE6IoMZTzPmTHCzCncWp9IxJASUsbl5JKjIOon6_tb19E2gcU-i0NftBoOzch5YtHXafWPDNG4oL_JkYq98cRlalrp7-jLVtkuA4LUb1t5vw/s464/june_david.jpg" imageanchor="1" style="clear: left; display: inline !important; font-family: inherit; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="464" data-original-width="432" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi09zsfQs8KWFbBbyQWZ-MkkSW6rDuLgCSjE6IoMZTzPmTHCzCncWp9IxJASUsbl5JKjIOon6_tb19E2gcU-i0NftBoOzch5YtHXafWPDNG4oL_JkYq98cRlalrp7-jLVtkuA4LUb1t5vw/w164-h175/june_david.jpg" width="164" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"></td></tr></tbody></table><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s1600/Screen+Shot+2020-06-09+at+5.28.36+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"></a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><br /></span></span></p><div style="text-align: left;"><span style="font-family: inherit;"><span><span style="font-family: inherit;"><span>Blogger: </span></span>This article was reviewed by David Liu, a first year student at Western and a volunteer in the Language and Working Memory Lab. You can read more about David’s journey navigating stuttering on the Canadian Stuttering Association website: <a href="https://stutter.ca/articles/personal-stories/708-breaking-free-one-word-at-a-time.html">https://stutter.ca/articles/personal-stories/708-breaking-free-one-word-at-a-time.html</a></span></span></div><p></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-46233331788201361202021-09-23T17:56:00.004-04:002021-09-23T17:56:43.656-04:00The Contribution of Vocabulary, Grammar, and Phonological Awareness Across a Continuum of Narrative Ability Levels in Young Children<p class="MsoNormal"><span style="background: white; color: #222222;">Khan, K. S.,
Logan, J., Justice, L. M., Bowles, R. P., & Piasta, S. B. (2021). The
Contribution of Vocabulary, Grammar, and Phonological Awareness Across a
Continuum of Narrative Ability Levels in Young Children. <i>Journal of
Speech, Language, and Hearing Research</i>, 1-15.<o:p></o:p></span></p><p class="MsoNormal"><span style="background: white; color: #222222;"><o:p> </o:p></span></p><p class="MsoNormal"><span style="background: white; color: #222222;">Storytelling,
or narrative ability, is a complex task that relies on many linguistic and
cognitive skills. Oral language skills such as vocabulary, grammar, and
phonological awareness support a child’s ability to both construct a story and
retell a story. As these lower-level language components (i.e., vocabulary,
grammar, phonological awareness) develop, increases are seen in the complexity
of a child’s narrative language skills. Prior research has demonstrated strong
associations between vocabulary, grammar, phonological awareness, and narrative
skills. However, what is less known about the relationship is what unique
contribution to narrative ability comes from each vocabulary, grammar, and
phonological awareness and if specific associations among these lower-level
skills vary at different points along the range of narrative ability. <o:p></o:p></span></p><p class="MsoNormal"><span style="background: white; color: #222222;"><o:p> </o:p></span></p><p class="MsoNormal"><span style="background: white; color: #222222;">In this study,
336 preschool and school age children completed an assessment battery to evaluate
narrative ability, vocabulary, grammar, and phonological awareness. A narrative
index was derived to reflect narrative skill while controlling for differences
in age. Results demonstrated that combined vocabulary, grammar, and
phonological awareness contributed to 13% of the variance in the narrative index.
To understand any specific associations between the lower-level skills and the
range of narrative ability, the authors looked at these associations for
children preforming below average, at average, and above average on the narrative
index. They found interesting differences across profile. For below average
profiles, phonological awareness and vocabulary accounted for significant
variance in narrative scores. For average profiles, grammar and vocabulary
accounted for significant variance, and for above average profiles, only
vocabulary accounted for a significant amount of the variance in narrative
scores. <o:p></o:p></span></p><p class="MsoNormal"><span style="background: white; color: #222222;"><o:p> </o:p></span></p><p>
</p><p class="MsoNormal"><span style="background: white; color: #222222;">Clinically, it
is interesting to note that different lower-level language skills accounted for
a significant amount of the variance in narrative ability at differing skill
levels. Further research has the potential to enhance our understanding for
identifying specific targets in therapy depending on skill level. These
findings also highlight the importance of vocabulary knowledge at any skill
level. This research increases our understanding of the relationship between
lower-level language skills and narrative ability.<o:p></o:p></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit; text-indent: 36pt;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><span><span><span><span><span><span><span> <span> <span> <span> <span> <span> <span> </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s1600/Screen+Shot+2020-06-09+at+5.28.36+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="302" data-original-width="226" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s200/Screen+Shot+2020-06-09+at+5.28.36+PM.png" width="149" /></a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span>Blogger: </span>Meghan Vollebregt is a student in the combined SLP MClSc/PhD program working under the supervision of Dr. Lisa Archibald.</span></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-34084889398748885532021-07-08T13:01:00.000-04:002021-07-08T13:01:04.606-04:00Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory<p>VanderKaay, S., Dix, L., Rivard, L., Missiuna, C., Ng, S., Pollock, N., Whalen, S. S., Eisen, I., Kyte, C., Phoenix, M., Bennett, S., Specht, J., Kennedy, J., McCauley, D., & Campbell, W. (2021). Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory. International Journal of Disability, Development and Education, 1-22.</p><p>Rehabilitation disciplines (i.e., speech-language pathology, occupational therapy, physiotherapy) often use a range of approaches with increasing support as required (called tiered approaches) to provide interventions in education settings. In a Response to Intervention (RTI) or tiered approach, tier 1 services are provided at a classroom-wide level, tier 2 services are provided to students who require some additional support, and tier 3 services are provided to students who require individualized and more intensive services. There are several benefits to using a tiered approach to services including early identification of difficulties, reduction in waitlist times, etc. Some barriers include insufficient resources and lack of clarity regarding professional roles at different tiers. Although much is known about the outcomes of using a tiered approach to intervention services, there is a lack of specific explanatory theories related to tiered rehabilitation service delivery in education.</p><p></p><p>One way to develop a theory is to use Realist Evaluation. Using realist evaluation allows for the development of a theory that answers “how, why, for whom, to what extent and in what context”. Realist Evaluation allows for the identification and examination of variables that impact the outcome of a program. Realist Evaluation outlines that the outcomes of the program are impacted by both mechanisms (i.e., how individuals in the program respond to the program) and contexts (i.e., setting, structure, environments).</p><p></p><p>In this study, the authors identified that their main goal was to develop the first theory for tiered rehabilitation services in education settings. As a first step in achieving this goal, the authors completed a realist synthesis of the literature to identify the relevant contexts, mechanisms, and outcomes from articles collected in their literature review. The realist synthesis identified 52 articles that reported on tiered rehabilitation services in education. From these articles the authors summarized the findings relating to outcomes, context, and mechanisms. Within outcomes three factors were identified and themes were included within each category: children and youth (e.g., greater sense of inclusion), parents and professionals (e.g., increase knowledge and skill), and systems (e.g., timely intervention). Three different contexts were identified including the macro-level (e.g., high-quality, universal curriculum), meso-level (e.g., clear guidelines for tiered approaches), and micro-level (e.g., rehabilitation professionals with relevant skills). Three different categories were identified in mechanism including collaborative relationships (e.g., common frameworks), authentic services (e.g., services are fluid and flexible), and building capacity (e.g., give and take of ideas).</p><p></p><p></p><p>These results are a first step in building a theory for tiered rehabilitation services in education. Future work from these authors will look at the relationship between the contexts and mechanisms and the influence on the outcomes of a program. The results of this work will be useful for reflecting on the current use of tiered services and future application of this approach to service.</p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit; text-indent: 36pt;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><br /></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span><span><span><span><span><span><span><span> <span> <span> <span> <span> <span> <span> </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s1600/Screen+Shot+2020-06-09+at+5.28.36+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="302" data-original-width="226" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit4QGLS8d01yYycStC9iyxZEYFNw5uFdyGs88jPqu9JBm5tqa11HxHbFX7kMvueX43nIcDiKxaDiu9mddIoM3Q7gJAL-4S2yXHfX7JQbp8apDRBvwmf17NsFxB5H3j3lR9bPKP5PlfWR0/s200/Screen+Shot+2020-06-09+at+5.28.36+PM.png" width="149" /></a></span></p><p class="MsoNormal" style="margin: 0cm;"><span style="font-family: inherit;"><span>Blogger: </span>Meghan Vollebregt is a student in the combined SLP MClSc/PhD program working under the supervision of Dr. Lisa Archibald.</span></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-62636308018409395992021-06-01T13:19:00.002-04:002021-06-01T13:19:44.913-04:00Learning with and without feedback in children with developmental language disorder<p></p><p class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><p class="MsoNormal" style="margin-left: 36pt; text-align: left; text-indent: -36pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Arbel,
Y., Fitzpatrick, I., & He, X. (2021). Learning with and without feedback in
children with developmental language disorder. <i>Journal of Speech, Language,
and Hearing Research, 64(5), </i>1696–1711. https://doi.org/10.1044/2021_JSLHR-20-00499
<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">When
a child says, ‘tup’, and we reply, ‘no, that’s a cup. Say cup’, we’re providing
feedback that we expect will help the child learn the correct form. This
feedback is considered to provide an avenue for ‘explicit learning’, that is,
the conscious effort to learn the right form. This type of learning requires
the child to monitor and evaluate feedback, so it places demands on working
memory and executive functioning. On the other hand, when a child says, ‘tup’, and
we say, ‘yes, that’s a cup. Let’s have a drink’, we’re creating opportunities
for ‘implicit learning’, that is, the unconscious learning of patterns. This
type of learning without feedback does not require self-monitoring, and so does
not place demands on working memory and executive functioning.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">The ability to learn from feedback is also tied to
certain brain regions such as the frontal cortex and basal ganglia. Prior work
suggest that feedback processing may be impaired in children with developmental
language disorders (DLD) due to poor working memory skills and brain
abnormalities. It would follow that children with DLD may learn better if they
can bypass feedback processing.</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">In this study, 14 typically developing (TD) children
and 13 children with DLD learned new words. During the learning session,
children learned the names of novel objects and EEG data was recorded. On each
trial, children saw two images and heard a name. In the feedback trials, participants
had to decide which object matched with the name followed by feedback. Green
checkmarks indicated correct responses while red Xs indicated incorrect
responses. In the no feedback trials, correct responses were highlighted with a
green box around the object and participants did not have to respond. During
immediate and delayed (1-week later) testing, children had to decide which of the
two objects matched a name and no feedback was provided. As expected, TD
children performed better than DLD children overall. Interestingly, for both
groups of children, learning was better without feedback than with feedback
when tested immediately and after a delay. Further, when learning from
feedback, both groups of children were more likely to benefit from positive
feedback (repeat a correct response) than change after negative feedback
(switch to the correct response). The EEG data showed that TD children were more
sensitive to negative feedback than children with DLD.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span lang="EN-US" style="font-family: "Times New Roman", serif; font-size: 12pt;">It is interesting to consider how the effect of
feedback, or lack thereof in this case, fits into clinical practice. This might
be one way to reduce working memory demands, that is, to prioritize the
learning of new information by minimizing the need to process feedback
simultaneously. The findings also suggest the importance of positive feedback. More
broadly, t</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">he
findings regarding feedback were surprising, and further replication and study
of feedback in DLD is important.</span></p></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/s2048/IMG-44062.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1668" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/w163-h200/IMG-44062.jpg" width="163" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><br /><br /></div><p class="MsoNormal" style="line-height: 15.6933px; text-align: left;"><span lang="EN-US"><span style="font-family: inherit; font-size: small;"></span></span></p><div style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: left;"><span style="font-family: times; line-height: 17.12px;">Blogger: Theresa Pham is a student in the combined SLP MClSc/PhD program, supervised by Dr. Lisa Archibald</span></div></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-19214647723212246952021-04-29T13:41:00.002-04:002021-04-29T13:43:08.049-04:00Reducing low-value practices: a functional-contextual consideration to aid in de-implementation efforts<p class="MsoNormal">Farmer, R.L., Zaheer, I., Duhon, G.J., & Ghazal, S.
(2020). Reducing low-value practices: a functional-contextual consideration to
aid in de-implementation efforts. Canadian Journal of School Psychology. <a href="https://doi.org/10.1177%2F0829573520974915"><span face=""Arial",sans-serif" style="background: white; color: #006acc; font-size: 10.5pt; mso-fareast-font-family: "Times New Roman";">https://doi.org/10.1177/0829573520974915</span></a></p><p class="MsoNormal">Low-value practices are practices that are either unproven
or discredited by evidence. Low-value practices sometimes persist in practice,
and may interfere with implementation efforts for competing strategies. The
de-implementation of low-values practices may be a necessary step in an
implementation science approach to the adoption of evidence-based practices. Steps
in de-implementation include identifying a low-value practice to be reduced,
evaluating variables that may affect the de-implementation process, determining
and using strategies that should reduce or eliminate the practice, and
evaluation of the effects of de-implementation. Strategies for
de-implementation could include policy change at the system level or
‘unlearning’ at the individual.</p><p class="MsoNormal">The authors of this paper consider how applied behaviour
analysis could inform de-implementation due to the focus on functional
relationships between context and future behaviour (i.e., functional-contextual
lens). Briefly, the authors explain that the likelihood of a behaviour can be
altered by changing the reinforcement, salience of contextual cues, or effort
to engage in the behaviour. Through this lens, the authors suggest that
low-value practices viewed as behaviours have little consequences and are
rather rule governed behaviours. Behaviour reduction strategies are described
including extinction through removal of reinforcement, differential
reinforcement where extinction is paired with targeting of alternate behaviour,
increasing response effort by requiring approvals or extra paperwork to use a
behaviour, and punishment involving the addition or removal of stimulus when
engaged in behaviour. The authors argue that these behavioural reduction
strategies have the potential to assist in de-implementation of low-value
practices but stress the importance of pairing this goal with efforts to
implement evidence-based practices. </p><p class="MsoNormal">The focus on the persistent use of low-value practices as a
barrier to implementation of evidence-based practice is interesting. When
implementing a new evidence-based practice, clinicians would do well to
consider how it fits in with existing practice and any need for change.</p><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s1600/Screen+Shot+2020-06-09+at+5.28.58+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="296" data-original-width="234" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7cJcfroV2Pnlj6NdaiUSbfHccDuumYKkVhLnt-GCQ1OLhkyIm9WAz62y7Q1qr1gm_8Fr2ZN9U0uyscZBIo6kPdFnbLcSlFgQrG1DaJImYd4LoGVhL5wLvRBXjV5DcC4KyKblXqv6DV9Q/s200/Screen+Shot+2020-06-09+at+5.28.58+PM.png" width="158" /></a></div>Blogger: Lisa ArchibaldProject Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0tag:blogger.com,1999:blog-3867009745306596128.post-50399275791876843962021-04-22T08:32:00.002-04:002021-04-22T08:42:53.404-04:00Relearn faster and retain longer: Along with practice, sleep makes perfectMazza, S., Gerbier, E., Gustin, M., Kasikci, Z., Koenig, O., Toppino, T., & Magnin, M. (2016). Relearn faster and retain longer: Along with practice, sleep makes perfect. <i>Psychological Science, 27(10),</i> 1321–1330. https://doi.org/10.1177/0956797616659930 <br /><br />Two of the most effective study techniques are spaced learning and sleep. Spaced learning (or distributed practice) is when learning is spaced out over multiple sessions rather than presented in one long session. Sleep, on the other hand, has many learning benefits. After sleep, newly learned information becomes more stable thereby enhancing learning. The goal of the current study was to determine if combining both strategies could lead to better learning. <br /><br />The study had 3 parts, the studying session, relearning session, and delayed testing (1 week and 6 months later). In the studying session, participants read 16 Swahili-French word pairs (nyanya-tomate) and then studied each word (given nyanya-____, what is the French translation?). For words they recalled incorrectly, the correct translation was shown, and participants practiced until they got all 16 correct. The relearning session happened 12 hours later and proceeded in a similar way. Delayed testing occurred 1 week and 6 months later. Participants were divided into 3 groups: (i) sleep group: studied at 9 pm, slept, and then relearned at 9 am the next day; (ii) no sleep group: studied at 9 am and relearned at 9 pm on the same day; and, (iii) control group: studied at 9 pm, slept, and then completed a recall-only session at 9 am the next day. Findings revealed that sleeping after learning (sleep and control groups) led to better retention the next day than not sleeping (no sleep group). Further, the sleep group required fewer trials to successfully recall all 16 pairs correctly than the no sleep group (i.e., relearning happened faster). Strikingly, the benefits of sleep and relearning were amplified 1-week later and were maintained 6-months later: only the sleep group remembered significantly more word pairs than both the no sleep and control group. <br /><br />The results suggest that sleeping after learning is a good strategy but additional learning after sleep is especially beneficial to long-term memory. It would follow from these findings that it would be beneficial to children’s learning if a clinician could introduce new learning in therapy one day and then incorporated a re-learning phase (perhaps with home practice materials) after sleep the next day.<p class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/s2048/IMG-44062.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1668" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/w163-h200/IMG-44062.jpg" width="163" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><br /><br /></div><p class="MsoNormal" style="line-height: 15.6933px; text-align: left;"><span lang="EN-US"><span style="font-family: inherit; font-size: small;"></span></span></p><p class="MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: left;"><span style="font-family: inherit; line-height: 17.12px;">Blogger: Theresa Pham is a student in the combined SLP MClSc/PhD program, supervised by Dr. Lisa Archibald</span></p></div>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com1tag:blogger.com,1999:blog-3867009745306596128.post-13055924732873112482021-04-10T14:36:00.005-04:002021-04-22T08:43:11.354-04:00Semantic effects in sentence recall: The contribution of immediate vs delayed recall in language assessmentPolišenská, K., Chiat, S., Comer, A., & McKenzie, K. (2014). Semantic effects in sentence recall: The contribution of immediate vs delayed recall in language assessment. <i>Journal of Communication Disorders, 52, </i>65–77. https://doi.org/10.1016/j.jcomdis.2014.08.002<br /><br />Sentence recall, the immediate repetition of spoken sentences, is used clinically to assess language skills. This seemingly easy task draws on different types of language and memory skills. For instance, phonological (speech sound) skills support the remembering of the word form itself. Semantic skills (knowledge of meaning) aid in remembering the meaning of the sentence. Typically, sentence repetition is tested by having the person repeat the sentence immediately after hearing it (immediate recall). The ability to recall a sentence after a delay (delayed recall) is usually not tested. The goal of this study was to understand the skills involved in immediate and delayed sentence recall.<br /><br />Across two studies, participants completed immediate and delayed sentence recall. In study 1 involving adult participants, a distracting task was completed prior to delayed recall: either counting backwards from 10 (less demanding) or naming a series of images (more demanding). In study 2 with children, the task was either waiting quietly for 10 s (less demanding) or counting from 1 to 10 (more demanding). Further, sentences were either semantically plausible (The red bus was late so we drove by car) or implausible (The red grass was brave so we spoke to jam) with the idea that more familiar and meaningful sentences would benefit recall. The results were similar across both studies. Immediate sentence recall was better than delayed recall. Plausible sentences were recalled more accurately than implausible sentences. Finally, the more demanding the distracting task, the more participants relied on the semantics of the sentence to support recall (i.e., accuracy declined more steeply for implausible than plausible sentences).<br /><br />Overall, results suggest that sentence recall draws on both phonological and semantic knowledge, but their contributions may differ. Phonology has a relatively greater role in immediate recall, whereas semantics has a relatively greater role in delayed recall. As well, familiar information supports memory overall. Clinicians who have a good understand about the language and memory skills involved in sentence recall will be in a better position to interpret their assessment findings. Further, there may be a need to incorporate delayed testing into practice.<p class="MsoNormal"><span style="background-color: white;"><span style="font-family: inherit;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/s2048/IMG-44062.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1668" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiNHseSJhDG_Z2-Y5q-Cf5f2eGGGFgvuCogLzF4pUQlV7LivSuw28Dr-Wap5WiVtNOIpM-Ce0pkKUKwJ9JYhK_dhirJbBBYjyAnCAvM_2KiRkmf7xAG77UIfAQLYKweHK0MKNl56SbqAk/w163-h200/IMG-44062.jpg" width="163" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0R7oB7BIRyiBJ6QBoDmgPGIsrPfXT7QTKAL73D3ryT1b_l-Umw9qxUgdCFoCpSvgLdFx86hbRRRkjTc6fqvdoesFewm3Zhlr-raqDg6KJBN3l-cxhJPuK0ycclivzSQJiaJN4z0YhbNM/s1600/Screen+Shot+2020-06-09+at+5.28.49+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div><br /><br /></div><p class="MsoNormal" style="line-height: 15.6933px; text-align: left;"><span lang="EN-US"><span style="font-family: inherit; font-size: small;"></span></span></p><p class="MsoNormal" style="line-height: 15.6933px; margin: 0cm 0cm 8pt; text-align: left;"><span style="font-family: inherit; line-height: 17.12px;">Blogger: Theresa Pham is a student in the combined SLP MClSc/PhD program, supervised by Dr. Lisa Archibald</span></p></div><p></p>Project Coordinatorhttp://www.blogger.com/profile/17531311805329155734noreply@blogger.com0