scholarly journals Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

2020 ◽  
Vol 29 (12) ◽  
pp. 3596-3608
Author(s):  
Monica L. Bellon-Harn ◽  
Lekeitha R. Morris ◽  
Vinaya Manchaiah ◽  
William E. Harn
Keyword(s):  
Digital Media ◽  
Scoping Review ◽  
Speech Sound ◽  
Language Disorders

Pervasiveness of Speech-Language Disorders and Fatigue in Stroke: A Systematic Scoping Review

2021 ◽  
pp. 106145
Author(s):  
Ellyn A. Riley ◽  
Emily Hart ◽  
Jonathan L. Preston ◽  
Ying Wu ◽  
Sameer Ashaie
Keyword(s):  
Scoping Review ◽  
Language Disorders

Sex Education Strategy for Adolescents: A Scoping Review

2020 ◽  
Author(s):  
Yustika Rahmawati Pratami ◽  
◽  
Nurul Kurniati ◽  
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Sex Education ◽  
Scoping Review ◽  
Research Question ◽  
Developed Countries ◽  
Gender Disparity ◽  
Population Exposure ◽  
Negative Consequences ◽  
Inclusion Criteria

Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: [email protected]. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

ADHD and communication disorders

2018 ◽  
Author(s):  
Rosemary Tannock
Keyword(s):  
Clinical Manifestation ◽  
Clinical Assessment ◽  
Neurodevelopmental Disorders ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Speech Sound Disorders ◽  
Treatment And Prevention ◽  
Pragmatic Communication

ADHD and communication disorders are both common neurodevelopmental disorders that often co-occur. Comorbidity (i.e. co-occurrence or two or more disorders in a person) is potentially important for the theory, the underlying aetiology, treatment, and prevention of the disorders. This chapter first reviews the extent of co-occurrence between ADHD and various subtypes of communication disorders (language disorders, speech sound disorders, social pragmatic communication disorders), along with their clinical manifestation. Next, the extant evidence to support or refute various models of comorbidity (i.e. artifactual versus non-artifactual) is reviewed and critiqued. The chapter concludes with a discussion of the implications of co-occurring communication disorders and ADHD for the clinical assessment and management of ADHD.

scholarly journals Long-term effects of childhood speech and language disorders: A scoping review

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Danette Langbecker ◽  
Centaine L. Snoswell ◽  
Anthony C. Smith ◽  
Jedidja Verboom ◽  
Liam J. Caffery
Keyword(s):  
Scoping Review ◽  
Language Disorders ◽  
Long Term Effects ◽  
Speech And Language ◽  
Speech And Language Disorders

Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders

2022 ◽  
pp. 1-13
Author(s):  
Katelyn L. Gerwin ◽  
Bridget Walsh ◽  
Seth E. Tichenor
Keyword(s):  
Sound Production ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Nonword Repetition ◽  
Driving Factor ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Language Abilities ◽  
Speech And Language Disorders

Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. Results: CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. Conclusions: We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.

Genomics of Speech and Language Disorders

2018 ◽  
Author(s):  
Joaquin Guerra ◽  
Ramon Cacabelos
Keyword(s):  
Molecular Mechanisms ◽  
De Novo ◽  
Language Disorder ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Speech And Language ◽  
Co Morbidity

There are multiple factors involved in speech and language. Investigating animal models, mainly through songbirds, have allowed a better understanding of the language process. Verbal dyspraxia, dysarthria, speech sound disorder, and stuttering are some examples of speech disorders, and specific language disorder, aphasia and, dyslexia of language disorders. More complex syndromes such as Autism-spectrum disorders, Down’s or Fragile X have more variable features. Genetic factors, such as hereditary or de novo mutations may be responsible for their development. In addition, most of them are involved in neurodevelopment with a huge range of molecular mechanisms and pathways that interact with each other, and there may be co-morbidity with other communication disorders or develop phenotypes unrelated to communication. Genes with heterogeneous functions in speech and language such as FOXP1, FOXP2, KIAA0319, ROBO1, APOE or CNTNAP2 are some examples. Epigenetic factors, especially miRNAs, influence their expressiveness. The genomics of these disorders allows us to understand language acquisition, carry out early detection strategies, genetic counseling and optimize future treatments, not only in communication disorders but also those neurological alterations that incorporate these mutations.

scholarly journals Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review

2020 ◽  
Vol 5 ◽  
pp. 239694152094699
Author(s):  
Sirpa Tarvainen ◽  
Suvi Stolt ◽  
Kaisa Launonen
Keyword(s):  
Young Children ◽  
Language Processing ◽  
Scoping Review ◽  
Language Comprehension ◽  
Oral Language ◽  
Language Disorders ◽  
Evidence Base ◽  
Level Of Evidence ◽  
Positive Effects ◽  
Therapy Technique

Background and aims The most severe problems in language manifest as difficulties in comprehending oral language. These difficulties are persistent and expose individuals to several risk factors. There is a lack of intervention research in the area of oral language comprehension, and no reviews have focused solely on oral language comprehension interventions in young children. The aim of this review was to identify interventions targeting oral language comprehension in children 8 years or younger with language disorders or difficulties. The review also examined the possible intervention foci, efficacy, and level of evidence of these interventions. Methods A systematic scoping review of eight databases was carried out. Twenty of 2399 articles met the inclusion criteria and a further six articles were identified through reference lists of sourced articles. These 26 articles described 25 studies. Altogether 2460 children aged 1–8 years participated in the 25 studies. The data from these studies were extracted and analysed, and the intervention foci, efficacy, and level of evidence were evaluated. Main contribution: The reviewed interventions focused on three aspects: modifying the communicative environment of the child; targeting aspects of the child’s language; or targeting the child’s language processing. Of the included studies, 80% indicated positive effects on participants’ oral language comprehension. The level of evidence of the included studies varied. With few exceptions, researchers and practitioners can have moderate confidence in the results of the included studies indicating that it is possible to ameliorate difficulties in oral language comprehension. Conclusions This review summarises the existing evidence on oral language comprehension interventions in young children with language disorders or difficulties. The evidence base is still limited, and more research is urgently needed. The results suggest that though not all interventions seem to provide desired outcomes, there are several interventions indicating efficacy to target problems in oral language comprehension in 1–8-year-old children with language disorders or difficulties. A careful choice of therapy technique and collaboration with people in the child’s environment is required to maximize outcomes. Implications: The results suggest that young children’s oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child’s language. The research on interventions targeting children’s language processing is limited, and the results mixed. The present study provides information on different oral language comprehension interventions and their outcomes. The findings are readily applicable for clinical use.

Well-Being and Resilience in Children With Speech and Language Disorders

2018 ◽  
Vol 61 (2) ◽  
pp. 324-344 ◽  
Author(s):  
Rena Lyons ◽  
Sue Roulstone
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Potential Risk ◽  
Speech Sound ◽  
Language Disorders ◽  
Well Being ◽  
Speech And Language ◽  
Potential Risk Factors ◽  
Protective Strategies ◽  
Speech And Language Disorders

Purpose Children with speech and language disorders are at risk in relation to psychological and social well-being. The aim of this study was to understand the experiences of these children from their own perspectives focusing on risks to their well-being and protective indicators that may promote resilience. Method Eleven 9- to 12-year-old children (4 boys and 7 girls) were recruited using purposeful sampling. One participant presented with a speech sound disorder, 1 presented with both a speech and language disorder, and 9 with language disorders. All were receiving additional educational supports. Narrative inquiry, a qualitative design, was employed. Data were generated in home and school settings using multiple semi-structured interviews with each child over a 6-month period. A total of 59 interviews were conducted. The data were analyzed to identify themes in relation to potential risk factors to well-being and protective strategies. Results Potential risk factors in relation to well-being were communication impairment and disability, difficulties with relationships, and concern about academic achievement. Potential protective strategies were hope, agency, and positive relationships. Conclusion This study highlights the importance of listening to children's narratives so that those at risk in relation to well-being can be identified. Conceptualization of well-being and resilience within an ecological framework may enable identification of protective strategies at both individual and environmental levels that can be strengthened to mitigate negative experiences.

scholarly journals Humanistic approach towards education of preschool children with developmental speech and language disorders

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Voitovych Oksana ◽  
Kozliuk Olha ◽  
Kosarieva Oksana ◽  
Marchuk Galyna ◽  
Stepanova Olga
Keyword(s):  
Preschool Children ◽  
Speech Sound ◽  
Language Disorders ◽  
Speech And Language ◽  
Scientific Publications ◽  
Usual Practice ◽  
Academic Paper ◽  
Humanistic Approach ◽  
Speech And Language Disorders ◽  
Family Centered

Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.

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