scholarly journals Response Behaviors in Conversational Speech among Japanese- and English-Speaking Parents and Their Toddlers

2017 ◽  
Author(s):  
Yuko Yamashita
Keyword(s):  
Conversational Speech ◽  
English Speaking ◽  
Response Behaviors

scholarly journals Analysis of Verb Expressions in the Conversational Speech of Kannada-English Speaking Bilingual Persons with Mild

2019 ◽  
Vol 3 (2) ◽  
pp. p182
Author(s):  
Deepa M. S. ◽  
Shyamala K. C.
Keyword(s):  
Prognostic Indicator ◽  
Personality Change ◽  
Conversational Speech ◽  
Mild Dementia ◽  
Code Mixing ◽  
Healthy Elderly ◽  
Different Types ◽  
English Speaking ◽  
Rehabilitative Measures ◽  
Verb Inflections

Dementia is characterized by the breakdown of intellectual and communicative functioning accompanied by personality change (DSM IV, American Psychiatric Association, 1994). Persons with dementia often experience difficulty in naming skills which can be attributed to semantic memory deficits. This can further influence various linguistic expressions such as lexical and morphological structures. The present study aimed to quantitatively and qualitatively analyze the presence of different types of verb inflections in bilingual (Kannada-English) persons with mild dementia. Considered for the study were 10 healthy elderly and 10 persons with mild dementia who were Kannada-English bilinguals. Spontaneous, conversational speech in all the participants was transcribed from which different types of verb inflexions in Kannada were extracted and analyzed. They included infinite verb, imperative verbs, negative imperatives, optative, and participle verbs. These were quantitatively and qualitatively analyzed for mean number of verbs and their nature including code mixing and switching identifying the significant differences between the two groups of participants. Results suggest that these measures offer a sensitive method for differentiating persons with mild dementia from healthy elderly. The study further helps in delineating prognostic indicator and planning rehabilitative measures which can be helpful tool for management.

Reliability of Clinician Judgments of Severity of Phonological Impairment

1995 ◽  
Vol 4 (3) ◽  
pp. 39-46 ◽  
Author(s):  
Susan K. Rafaat ◽  
Susan Rvachew ◽  
Rebecca S. C. Russell
Keyword(s):  
Conversational Speech ◽  
Speech Language Pathologists ◽  
Age Appropriate ◽  
Citation Form ◽  
Phonological Abilities ◽  
Preschool Aged Children

Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Detecting Random Responses in a Personality Scale Using IRT-Based Person-Fit Indices

2019 ◽  
Vol 35 (1) ◽  
pp. 126-136 ◽  
Author(s):  
Tour Liu ◽  
Tian Lan ◽  
Tao Xin
Keyword(s):  
Experimental System ◽  
Real Data ◽  
Fit Indices ◽  
Random Response ◽  
Person Fit ◽  
Index Method ◽  
Single Person ◽  
Person Fit Index ◽  
Random Responses ◽  
Response Behaviors

Abstract. Random response is a very common aberrant response behavior in personality tests and may negatively affect the reliability, validity, or other analytical aspects of psychological assessment. Typically, researchers use a single person-fit index to identify random responses. This study recommends a three-step person-fit analysis procedure. Unlike the typical single person-fit methods, the three-step procedure identifies both global misfit and local misfit individuals using different person-fit indices. This procedure was able to identify more local misfit individuals than single-index method, and a graphical method was used to visualize those particular items in which random response behaviors appear. This method may be useful to researchers in that it will provide them with more information about response behaviors, allowing better evaluation of scale administration and development of more plausible explanations. Real data were used in this study instead of simulation data. In order to create real random responses, an experimental test administration was designed. Four different random response samples were produced using this experimental system.

The Coping Scales From the German Stress and Coping Questionnaire for Children and Adolescents

2020 ◽  
Vol 36 (4) ◽  
pp. 545-553 ◽  
Author(s):  
Heike Eschenbeck ◽  
Uwe Heim-Dreger ◽  
Denise Kerkhoff ◽  
Carl-Walter Kohlmann ◽  
Arnold Lohaus ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Children And Adolescents ◽  
Internal Consistency ◽  
Stress And Coping ◽  
Self Report ◽  
Partial Metric ◽  
Confirmatory Factor Analyses ◽  
Language Version ◽  
English Speaking ◽  
And Coping

Abstract. The coping scales from the Stress and Coping Questionnaire for Children and Adolescents (SSKJ 3–8; Lohaus, Eschenbeck, Kohlmann, & Klein-Heßling, 2018 ) are subscales of a theoretically based and empirically validated self-report instrument for assessing, originally in the German language, the five strategies of seeking social support, problem solving, avoidant coping, palliative emotion regulation, and anger-related emotion regulation. The present study examined factorial structure, measurement invariance, and internal consistency across five different language versions: English, French, Russian, Spanish, and Ukrainian. The original German version was compared to each language version separately. Participants were 5,271 children and adolescents recruited from primary and secondary schools from Germany ( n = 3,177), France ( n = 329), Russia ( n = 378), the Dominican Republic ( n = 243), Ukraine ( n = 437), and several English-speaking countries such as Australia, Great Britain, Ireland, and the USA (English-speaking sample: n = 707). For the five different language versions of the SSKJ 3–8 coping questionnaire, confirmatory factor analyses showed configural as well as metric and partial scalar invariance (French) or partial metric invariance (English, Russian, Spanish, Ukrainian). Internal consistency coefficients of the coping scales were also acceptable to good. Significance of the results was discussed with special emphasis on cross-cultural research on individual differences in coping.

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