Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

scholarly journals Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

2021 ◽  
Vol 11 (3) ◽  
pp. 407
Author(s):  
Sara Rinaldi ◽  
Maria Cristina Caselli ◽  
Valentina Cofelice ◽  
Simonetta D’Amico ◽  
Anna Giulia De Cagno ◽  
...  
Keyword(s):  
Language Disorder ◽  
Negative Impact ◽  
Receptive Vocabulary ◽  
Primary School Children ◽  
Control Group ◽  
Developmental Language Disorder ◽  
Expressive Vocabulary ◽  
Phonological Skills ◽  
Syntactic Skills ◽  
Positive Effect

Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

Identification of Word Retrieval Difficulties in the Normally Aging Population

2021 ◽  
pp. 1-11
Author(s):  
Cindy Gill ◽  
Laura Green ◽  
Sneha Bharadwaj ◽  
Tamby Allman ◽  
Jyutika Mehta
Keyword(s):  
Aging Population ◽  
Word Retrieval ◽  
Expressive Vocabulary ◽  
Neurologically Impaired ◽  
Normal Limits ◽  
Word Finding ◽  
Language Tests ◽  
Verbal Tasks ◽  
Normal Language ◽  
Naming Tasks

Purpose This study examined variations in performance on different verbal tasks completed by typically aging, non-neurologically impaired adults who self-identified as either having or not having word retrieval difficulties that frequently affected their lifestyle. Method Fifty-seven adults aged 54–71 years, who were recruited based on case history responses that indicated the presence or absence of word retrieval difficulties, completed two standardized, norm-referenced language tests, two naming tasks, and three verbal fluency measures. Results Although scores on standardized language tests fell within normal limits for all of the participants, significant differences between those with and those without self-reported word retrieval difficulties were found on the Expressive Vocabulary Test–Second Edition as well as on tasks of naming members of categories and producing procedural narratives. A significantly greater percentage of disfluencies in procedural narratives were found in the group that reported word retrieval difficulties. This fluency indicator was the only factor that was predictive of word retrieval difficulties. Conclusions Many studies have examined the differences in word retrieval in older versus younger populations or in persons with aphasia versus persons without aphasia, but they have not offered definitive pictures of the differences between those with and those without word retrieval difficulties in the normally aging population who have otherwise normal language. This study identified three tasks that appear to be sensitive to the word-finding difficulties experienced by some adults.

scholarly journals Effects of inhibition on naming in aging

2018 ◽  
Vol 53 (1) ◽  
pp. 13 ◽  
Author(s):  
Yael Neumann ◽  
Amy Vogel-Eyny ◽  
Dalia Cahana-Amitay ◽  
Avron Spiro ◽  
JungMoon Hyun ◽  
...  
Keyword(s):  
Older Adults ◽  
Inhibitory Control ◽  
Picture Naming ◽  
Neuropsychological Tests ◽  
Retrieval Inhibition ◽  
Confrontation Naming ◽  
Naming Test

Findings regarding the relation between naming and inhibition among older adults is limited. We posited inhibitory control is crucial for successful naming and tested its role in older adults by exaggerating its effects. Participants included 215 older adults aged 55-89 years, categorized as “good” or ”poor” namers, based on confrontation naming scores. Via a computerized speeded picture-naming test (SNT), we induced intrusions. We then determined the distance between the source for the intruding word and the current item. Performance on traditional neuropsychological tests of inhibition was also assessed. Results revealed that poorer namers had more intrusions on the SNT than better namers, and their intrusions lingered through more stimuli. This suggests that poorer namers experienced greater retrieval inhibition difficulties than better namers. Performance on neuropsychological tests of inhibition also discriminated between better and poorer namers. In conclusion, successful naming among older adults appears to rely heavily on maintaining inhibitory abilities.***Efeitos da inibição na nomeação no envelhecimento***Os achados sobre a relação entre nomeação e inibição entre os idosos são limitados. Nós postulamos que o controle inibitório é crucial para a nomeação bem-sucedida e testamos seu papel em idosos, exagerando seus efeitos. Os participantes foram 215 idosos com idades entre 55-89 anos, categorizados como "bons" ou "pobres" nomeadores, com base em pontuações de nomeação. Através de um teste computadorizado de nomeação de imagens (SNT), induzimos intrusões. Determinamos então a distância entre a fonte da palavra intrusa e o item atual. O desempenho em testes neuropsicológicos tradicionais de inibição também foi avaliado. Os resultados revelaram que os mais nomeadores “pobres” tiveram mais intrusões no SNT do que os “bons”, e suas intrusões permaneceram através de mais estímulos. Isso sugere que os nomeadores mais pobres experimentaram maiores dificuldades de inibição de recuperação do que os melhores nomeadores. O desempenho em testes neuropsicológicos de inibição também discriminou entre nomeadores melhores e mais pobres. Concluindo, a nomeação bem-sucedida entre os adultos mais velhos parece depender muito da manutenção de habilidades inibitórias.

scholarly journals The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder

2019 ◽  
Vol 4 ◽  
pp. 239694151987078 ◽  
Author(s):  
Lisa Campbell ◽  
Hilary Nicoll ◽  
Susan H Ebbels
Keyword(s):  
Language Disorder ◽  
Baseline Period ◽  
Equal Length ◽  
Age Group ◽  
Intervention Period ◽  
Speech And Language ◽  
Language Therapy ◽  
Baseline Design ◽  
Word Finding ◽  
College Aged Students

Background and aims Little evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16–19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test. Methods Twenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4–18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants’ usual Speech and Language Therapist, 30 minutes per week, for eight weeks. Results The participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline ( d = 1.4) and intervention ( d = 2.5) periods, but progress during the intervention period was significantly greater than during the baseline period ( d = 1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85. Conclusions Four hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16–19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains. Implications This study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated.

scholarly journals Word-finding strategies in closed head injured adults

1988 ◽  
Vol 35 (1) ◽  
Author(s):  
Juleen Kleiman ◽  
Lesley Bucke
Keyword(s):  
Head Injury ◽  
Closed Head Injury ◽  
Differential Effectiveness ◽  
Language Deficit ◽  
Word Finding ◽  
Confrontation Naming ◽  
Wide Range ◽  
Head Injured ◽  
Closed Head ◽  
Injured Patients

Word-finding difficulties are a common and prominent language deficit following closed head injury. The word-finding difficulties of three closed head injured patients were investigated within the framework of compensatory strategies using Teicher's Taxonomy of Word-Finding Strategies (Teicher, 1986). The word-finding difficulties were evaluated during procedural discourse and two confrontation naming conditions. Each subject's communicative competence and language ability was determined. Results indicated that all subjects employed a wide range of strategies, particularly during confrontation naming, but with differential effectiveness. A relationship was noted between the strategy's effectiveness and the subject's pragmatic ability. The results are discussed in the light of the existing literature on head injury. The theoretical and clinical implications are considered.

scholarly journals Effect of Age, Education, and Bilingualism on Confrontation Naming in Older Illiterate and Low-Educated Populations

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Sameer Ashaie ◽  
Loraine Obler
Keyword(s):  
First Language ◽  
Younger Adults ◽  
Cognitively Normal ◽  
Speaking Proficiency ◽  
Confrontation Naming ◽  
L2 Speaking ◽  
Low Educated ◽  
Naming Performance ◽  
Naming Test ◽  
Better Than

We investigated the effects of age as well as the linked factors of education and bilingualism on confrontation naming in rural Kashmir by creating a culturally appropriate naming test with pictures of 60 objects. We recruited 48 cognitively normal participants whose ages ranged from 18 to 28 and from 60 to 85. Participants in our study were illiterate monolinguals(N=18)and educated Kashmiri-Urdu bilinguals(N=30). Hierarchical multiple regression revealed that younger adults performed better than older adults(P<0.01)and the age effect was quadratic (age2). It also showed Age X Education and Age X L2 Speaking interactions predicted naming performance. The Age X Education interaction indicated that the advantages of greater education increased with advancing age. Since education is in the second language (L2) in our population, this finding is no doubt linked to the Age X L2 Speaking interaction. This suggests that L2 speaking proficiency contributed more to first language (L1) naming with advancing age.

scholarly journals Using Computerized Language Analysis to Evaluate Grammatical Skills

2020 ◽  
Vol 51 (2) ◽  
pp. 184-204 ◽  
Author(s):  
Lizbeth H. Finestack ◽  
Bobbi Rohwer ◽  
Lisa Hilliard ◽  
Leonard Abbeduto
Keyword(s):  
Down Syndrome ◽  
Language Disorder ◽  
Treatment Goals ◽  
Developmental Language Disorder ◽  
Link Type ◽  
Language Analysis ◽  
Grammatical Skills ◽  
Computer Based ◽  
Language Assessments

Purpose Conducting in-depth grammatical analyses based on language samples can be time consuming. Developmental Sentence Scoring (DSS) and the Index of Productive Syntax (IPSyn) analyses provide detailed information regarding the grammatical profiles of children and can be conducted using free computer-based software. Here, we provide a tutorial to support clinicians' use of computer-based analyses to aid diagnosis and develop and monitor treatment goals. Method We analyzed language samples of a 5-year-old with developmental language disorder and an adolescent with Down syndrome using computer-based software, Computerized Language Analysis. We focused on DSS and IPSyn analyses. The tutorial includes step-by-step procedures for conducting the analyses. We also illustrate how the analyses may be used to assist in diagnosis, develop treatment goals focused on grammatical targets, and monitor progress on these treatment goals. Conclusion Clinicians should consider using Computerized Language Analysis's IPSyn and DSS analyses to support grammatical language assessments used to aid diagnosis, develop treatment goals, and monitor progress on these treatment goals. Supplemental Material https://doi.org/10.23641/asha.12021141

scholarly journals Identifying Developmental Language Disorder in Vietnamese Children

2019 ◽  
Vol 62 (5) ◽  
pp. 1452-1467 ◽  
Author(s):  
Giang T. Pham ◽  
Sonja Pruitt-Lord ◽  
Catherine E. Snow ◽  
Yen Hoang Thi Nguyen ◽  
Ben Phạm ◽  
...  
Keyword(s):  
Language Disorder ◽  
Risk Groups ◽  
Parent Report ◽  
Developmental Language Disorder ◽  
Clinical Markers ◽  
Expressive Vocabulary ◽  
Language Performance ◽  
Language Sampling ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.

scholarly journals An exploration of lexical selection in adults who stutter

2021 ◽  
pp. 1-12
Author(s):  
Amanda S. Lee ◽  
Greg A. O’Beirne ◽  
Michael P. Robb
Keyword(s):  
Response Latency ◽  
Naming Task ◽  
Word Choice ◽  
Response Accuracy ◽  
Time Cost ◽  
Lexical Selection ◽  
Single Word ◽  
Regression Modelling ◽  
Word Finding ◽  
Confrontation Naming

BACKGROUND AND OBJECTIVE: People who stutter (PWS) are able to anticipate a moment of stuttering. We wished to explore whether this anticipation might be reflected by either unusual word choice and/or delayed word production during a single-word confrontation naming task. METHOD: Nine PWS and nine age- and sex-matched fluent controls completed the single-word confrontation-naming task. Groups were compared on numbers of word-finding and fluency errors, response latency, and naming accuracy, measured against a novel ‘usuality’ criterion. Regression modelling of response accuracy and latency was conducted. RESULTS: The groups did not differ on naming task performance, except for a greater frequency of response latency errors in the PWS group. For both groups, responses containing word-finding or fluency errors were more likely to be non-usual names, and these were associated with longer latencies than accurate responses. For PWS, latency was positively related to participant age, and accuracy inversely related to stuttering severity. CONCLUSIONS: The findings provide insights into word substitution as a generalized behaviour, its function, and associated time-cost. Group-specific relationships imply greater sensitivity in PWS to changing demands and capacities, and highlight the complexity of interactions between physical stuttering behaviour and verbal avoidance.

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