Technology and Strategies to Improve Auditory Comprehension and Receptive Language

2021 ◽  
pp. 69-81
Author(s):  
Joan L. Green
Keyword(s):  
Receptive Language ◽  
Auditory Comprehension

The Single Word Auditory Comprehension (SWAC) test: A simple method to identify receptive language areas with electrical stimulation

2019 ◽  
Vol 90 ◽  
pp. 266-272 ◽  
Author(s):  
Gonzalo Alarcón ◽  
Marie Bird Pedersen ◽  
Noelia Juárez-Torrejón ◽  
David Martín-López ◽  
Ismail Ughratdar ◽  
...  
Keyword(s):  
Electrical Stimulation ◽  
Receptive Language ◽  
Auditory Comprehension ◽  
Single Word ◽  
Simple Method ◽  
Language Areas

Hierarchy and Reliability of the Preschool Language Scales–Fifth Edition: Mokken Scale Analysis

2021 ◽  
Vol 64 (10) ◽  
pp. 3983-3994
Author(s):  
Yu-Yu Hsiao ◽  
Cathy Huaqing Qi ◽  
Robert Hoy ◽  
Philip S. Dale ◽  
Glenda S. Stump ◽  
...  
Keyword(s):  
Preschool Children ◽  
Low Socioeconomic Status ◽  
Latent Class ◽  
Receptive Language ◽  
Scale Analysis ◽  
Auditory Comprehension ◽  
Language Abilities ◽  
Mokken Scale Analysis ◽  
Preschool Language ◽  
Scale Scores

Purpose This study examined the psychometric properties of the Preschool Language Scales–Fifth Edition (PLS-5 English) among preschool children from low–socioeconomic status (SES) families. Method The PLS-5 was administered individually to 169 3- to 4-year-old children enrolled in Head Start programs. We carried out a Mokken scale analysis (MSA), which is a nonparametric item response theory analysis, to examine the hierarchy among items and the reliability of test scores of the PLS-5 Auditory Comprehension (AC) and Expressive Communication (EC) scales. Results The PLS-5 EC items retained a moderate Mokken scale with the inclusion of all the items. On the other hand, the PLS-5 AC items formed a moderate Mokken scale only with the exclusion of five unscalable items. The latent class reliability coefficients for the AC and the EC scale scores were both above .90. Several items that violated the invariant item ordering assumption were found for both scales. Conclusions MSA can be used to examine the relationship between the latent language ability and the probability of passing an item with ordinal responses. Results indicate that for preschool children from low-SES families, it is appropriate to use the PLS-5 EC scale scores for comparing individuals' expressive language abilities; however, researchers and speech-language pathologists should be cautious when using the PLS-5 AC scale scores to evaluate individuals' receptive language abilities. Other implications of the MSA results are further discussed.

Prediction of Fine Motor Skills of Children Having Language and Speech Disorders

1988 ◽  
Vol 67 (1) ◽  
pp. 63-72 ◽  
Author(s):  
Ronald K. Sommers
Keyword(s):  
Motor Skills ◽  
Receptive Language ◽  
Speech Disorders ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Auditory Comprehension ◽  
Fine Motor Skill ◽  
Language Tests ◽  
Cas A ◽  
Fine Motor Performance

Relationships between the fine motor skills and linguistic abilities of 37 developmentally delayed children, ages 5 to 9 yr., were studied using a battery of expressive and receptive language tests, a measure of fine motor performance, a dichotic listening test, and individual intelligence tests. While IQs and MAs were not related to fine motor skills, both expressive and receptive language test scores showed moderate to moderately high correlations, the highest single relationship being the Test for the Auditory Comprehension of Language. In concert with CAs, a dichotic right-ear test score, the Auditory Comprehension Test, predicted fine motor-skill indices substantially; R = .80. Strong relationships appear between linguistic and fine motor skills in an age group not previously investigated and at higher levels than reported in studies of infants and very young children. Dichotic results were abnormal in a majority of the children.

scholarly journals Verbal Comprehension Ability in Aphasia: Demographic and Lexical Knowledge Effects

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Panagiotis G. Simos ◽  
Dimitrios Kasselimis ◽  
Constantin Potagas ◽  
Ioannis Evdokimidis
Keyword(s):  
Clinical Utility ◽  
Community Sample ◽  
Receptive Language ◽  
Auditory Comprehension ◽  
Word Level ◽  
Sentence Level ◽  
Comprehension Ability ◽  
Complex Motor ◽  
Test Retest Reliability ◽  
Differential Ability

Background. Assessment of sentence-level auditory comprehension can be performed with a variety of tests varying in response requirements. A brief and easy to administer measure, not requiring an overt verbal or a complex motor response, is essential in any test battery for aphasia.Objective. The present study examines the clinical utility of receptive language indices for individuals with aphasia based on the Comprehension of Instructions in Greek (CIG), a variant of the Token Test, and the Greek version of PPVT-R.Methods. Normative data from a large community sample of Greek adults aged 46–80 years was available on both measures. A word-level-independent measure of auditory comprehension was computed as the standard score difference between the two tests and used to compare patients with and without comprehension deficits as indicated by their Boston Diagnostic Aphasia Examination profile.Results and Conclusions. Indices of internal consistency and test-retest reliability were very good. Education and age effects on performance were significant, with the former being stronger. The potential clinical utility of differential ability indices (contrasting sentence- and word-level auditory comprehension tests) is discussed.

scholarly journals Do Infants With Down Syndrome Show an Early Receptive Language Advantage?

2020 ◽  
Vol 63 (2) ◽  
pp. 585-598
Author(s):  
Emily Mason-Apps ◽  
Vesna Stojanovik ◽  
Carmel Houston-Price ◽  
Emily Seager ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Expressive Vocabulary ◽  
Time Points ◽  
Expressive Communication ◽  
Shed Light

Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.

scholarly journals Working Memory in Aphasia: The Role of Temporal Information Processing

2020 ◽  
Vol 14 ◽  
Author(s):  
Mateusz Choinski ◽  
Elzbieta Szelag ◽  
Tomasz Wolak ◽  
Aneta Szymaszek
Keyword(s):  
Working Memory ◽  
Information Processing ◽  
Brain Lesion ◽  
Receptive Language ◽  
Temporal Information ◽  
Time Range ◽  
Speech Comprehension ◽  
Auditory Comprehension ◽  
Language Functions ◽  
Temporal Information Processing

Aphasia is an acquired impairment of language functions resulting from a brain lesion. It is usually accompanied by deficits in non-linguistic cognitive processes. This study aimed to investigate in patients with aphasia the complex interrelationships between selected cognitive functions: auditory speech comprehension, working memory (WM), and temporal information processing (TIP) in the millisecond time range. Thirty right-handed subjects (20 males) aged from 27 to 82 years suffering from post-stroke aphasia participated in the study. Verbal working memory (VWM) and spatial working memory (SWM) were assessed with: (1) a receptive verbal test and (2) the Corsi Block-Tapping Test, respectively. Both these WM tests used the forward tasks (mainly engaging maintenance processes, i.e., storing, monitoring, and matching information) and backward tasks (engaging both maintenance and manipulation processes, i.e., reordering and updating information). Auditory comprehension was assessed by receptive language tests, and TIP efficiency was assessed by auditory perception of temporal order in the millisecond time range. We observed better performance of forward WM tasks than backward ones, independently of the type of material used. Furthermore, the severity of auditory comprehension impairment correlated with the efficiency on both forward and backward VWM tasks and the backward SWM task. Further analysis revealed that TIP plays a crucial role only in the latter task. These results indicate the divergent pattern of interactions between WM and TIP depending on the type of WM tasks. Level of verbal competency appeared to play an important role in both VWM tasks, whereas TIP (which is associated with manipulation processes) appeared to be important for SWM, but only on the backward task.

Testing the Receptive Language Skills of Severely Handicapped Preschool Children

1985 ◽  
Vol 16 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Paula M. Pecyna ◽  
Ronald K. Sommers
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Language Skills ◽  
Receptive Language ◽  
Choice Task ◽  
Auditory Comprehension ◽  
Behavioral Ratings ◽  
Severely Handicapped ◽  
Criterion Referenced ◽  
Age Range

Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children. Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills. Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.

A Comparison of Two Spanish Tests of Receptive Language

1977 ◽  
Vol 42 (2) ◽  
pp. 210-215 ◽  
Author(s):  
Rubina Rueda ◽  
Joseph A. Perozzi
Keyword(s):  
Screening Test ◽  
Mexican American ◽  
Receptive Language ◽  
Spanish Version ◽  
Auditory Comprehension ◽  
Spanish Speaking ◽  
American Children

Twenty Spanish-speaking Mexican-American children were administered the receptive portion of the Screening Test of Spanish Grammar (STSG) and the Spanish version of the Test of Auditory Comprehension of Language (TACL). The correlation obtained between the two tests was not statistically significant. The correlation obtained between 24 syntactical items common to both tests was also not statistically significant. The probable reasons for the nonsignificant correlations obtained are discussed. In addition, a detailed critique of the Spanish version of the TACL is presented.

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