Digital Tools to Support Children’s Speech and Language Skill

2018 ◽  
pp. 235-251
Author(s):  
Yvonne Wren ◽  
Jane McCormack ◽  
Sarah Masso ◽  
Sharynne McLeod ◽  
Elise Baker ◽  
...  
Keyword(s):  
Digital Tools ◽  
Language Skill ◽  
Speech And Language ◽  
Children's Speech

The Speech and Language Characteristics of Children with Prader-Willi Syndrome

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee
Keyword(s):  
Expressive Language ◽  
Spontaneous Speech ◽  
Prader Willi Syndrome ◽  
Limited Information ◽  
Speech And Language ◽  
Language Abilities ◽  
Speech Articulation ◽  
Communicative Development ◽  
Language Characteristics ◽  
Children's Speech

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.

scholarly journals Building a Model of Support for Preschool Children with Speech and Language Disorders

2016 ◽  
Vol 5 (3) ◽  
pp. 173
Author(s):  
Natalie Robertson ◽  
Sarah Ohi
Keyword(s):  
Language Disorders ◽  
Small Scale ◽  
Speech And Language ◽  
Emotional Challenges ◽  
Preschool Classroom ◽  
Social And Emotional ◽  
The Social ◽  
Speech Pathologists ◽  
Speech And Language Disorders ◽  
Children's Speech

<p>Speech and language disorders impede young children’s abilities to communicate and are often associated with a number of behavioural problems arising in the preschool classroom. This paper reports a small-scale study that investigated 23 Australian educators’ and 7 Speech Pathologists’ experiences in working with three to five year old children with speech and language disorders. The participants responded to a questionnaire relating to the types of SaLD; social and emotional challenges experienced by children; their role in providing support and issues confronting both professions. The findings highlighted that educators play a valuable role in supporting children’s speech and language disorders through the social context of the preschool classroom. Furthermore inter-professional practice between Speech Pathologists and educators was viewed as highly valuable. Drawing upon these findings, a model of support is presented to improve interventions for holistic development.</p>

scholarly journals Exploring Parental Perspectives of Childhood Speech and Language Disorders Across 10 Countries: A Pilot Qualitative Study

2021 ◽  
pp. 1-9
Author(s):  
Kristine M. Jensen de López ◽  
Rena Lyons ◽  
Rama Novogrodsky ◽  
Sofia Baena ◽  
Julie Feilberg ◽  
...  
Keyword(s):  
Oral Language ◽  
Qualitative Interviews ◽  
Language Disorders ◽  
Speech And Language ◽  
Parental Perspectives ◽  
Therapy Services ◽  
Oral Language Skills ◽  
Language Screening ◽  
Speech And Language Disorders ◽  
Children's Speech

Purpose Although researchers have explored parental perspectives of childhood speech and language disorders, most studies have been conducted in English-speaking countries. Little is known about parental experiences across countries, where procedures of language screening and services for language disorders differ. The authors participated in the COST 1 Action network IS1406, “Enhancing Children's Oral Language Skills Across Europe and Beyond,” which provided an opportunity to conduct cross-country qualitative interviews with parents. The aim of this pilot study was to explore ways in which parents construed and described speech and language disorders across countries. Method Semistructured qualitative interviews were conducted with parents from 10 families in 10 different countries. The data were analyzed using thematic analysis. Findings The overall theme was “acknowledging parental expertise.” The parents described, in detail, ways in which their children's speech and language (dis)abilities had an impact on the children's everyday life. Three subthemes were identified: impairment, disability, and changes over time. Conclusions The findings suggest that, across a range of countries, parents demonstrated contextualized understandings of their children's speech and language (dis)abilities, along with the everyday functional implications of the disorders. Hence, despite not holding professional knowledge about language disorders, the voices, views, understandings, and personal experiences of parents in relation to their child's disorder should be listened to when planning therapy services. Supplemental Material https://doi.org/10.23641/asha.14109881

scholarly journals Changes in Children’s Speech and Language Difficulties from Age Five to Nine: An Irish National, Longitudinal Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8483
Author(s):  
Roy McConkey ◽  
Ann Swift ◽  
Jill Titterington
Keyword(s):  
Secondary Analysis ◽  
Family Characteristics ◽  
Hearing Impairments ◽  
Speech And Language ◽  
Social Emotional ◽  
Language Difficulties ◽  
Nationally Representative ◽  
Teachers And Parents ◽  
Speech And Language Disorders ◽  
Children's Speech

In many countries, information on the prevalence of persistent speech and language disorders in early childhood is sparse due to the lack of nationally representative samples and longitudinal studies. Secondary analysis of data collected on over 7500 Irish children at ages 5 and 9 years, found that the prevalence of speech and language difficulties reported by the primary caregivers of Irish children decreased from one in six at age 5 to one in 12 at age 9. However, one in 20 children were reported to have difficulties at both ages. Regression analysis compared children with difficulties at both age 5 and age 9 to those who had been reported to have them at age 5 but no longer had such difficulties at age 9. Children with speech and language difficulties at both age 5 and age 9 were more likely to have two or more developmental impairments as well as current or past hearing impairments. Teachers and parents also reported a greater number of social-emotional difficulties. Family characteristics did not differ significantly across the two groupings. At best, up to one third of the children at ages 5 and 9 with speech and language difficulties had two or more contacts with a speech and language therapists in the preceding 12 month period. Increased support to these children, their parents and teachers would seem to be warranted.

In the clear

Nursery World ◽  
2019 ◽  
Vol 2019 (17) ◽  
pp. 24-25
Author(s):  
Radhika Kovendrakumar
Keyword(s):  
Language Development ◽  
Speech And Language ◽  
Speech And Language Development ◽  
Children's Speech ◽  
Dummy Use

What are the effects of dummy use on young children's speech and language development? Radhika Kovendrakumar gives advice, based on research she did for her pre-school

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