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Sánchez-Gómez V, Verdugo MÁ, Calvo MI, Amor AM, Palomero-Sierra B, Zampini L. How to Assess Oral Narrative Skills of Children and Adolescents with Intellectual Disabilities: A Systematic Review. Behav Sci (Basel) 2024; 14:308. [PMID: 38667104 PMCID: PMC11047450 DOI: 10.3390/bs14040308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Revised: 04/06/2024] [Accepted: 04/08/2024] [Indexed: 04/29/2024] Open
Abstract
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted.
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Affiliation(s)
- Victoria Sánchez-Gómez
- Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain; (M.Á.V.); (M.I.C.); (A.M.A.); (B.P.-S.)
| | - Miguel Ángel Verdugo
- Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain; (M.Á.V.); (M.I.C.); (A.M.A.); (B.P.-S.)
- Department of Personality, Assessment, and Psychological Treatments, University of Salamanca, 37005 Salamanca, Spain
| | - María Isabel Calvo
- Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain; (M.Á.V.); (M.I.C.); (A.M.A.); (B.P.-S.)
- Department of Didactics, Organization, and Research Methods, University of Salamanca, 37008 Salamanca, Spain
| | - Antonio M. Amor
- Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain; (M.Á.V.); (M.I.C.); (A.M.A.); (B.P.-S.)
- Department of Personality, Assessment, and Psychological Treatments, University of Salamanca, 37005 Salamanca, Spain
| | - Blanca Palomero-Sierra
- Institute for Community Inclusion (INICO), University of Salamanca, 37005 Salamanca, Spain; (M.Á.V.); (M.I.C.); (A.M.A.); (B.P.-S.)
- Department of Basic Psychology, Psychobiology, and Methodology of Behavioral Science, University of Salamanca, 37005 Salamanca, Spain
| | - Laura Zampini
- Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy;
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Lee YC, Chen VCH, Yang YH, Kuo TY, Hung TH, Cheng YF, Huang KY. Association Between Emotional Disorders and Speech and Language Impairments: A National Population-Based Study. Child Psychiatry Hum Dev 2020; 51:355-365. [PMID: 31802296 DOI: 10.1007/s10578-019-00947-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Anxiety and depression are common emotional problems in children and adolescents. This study used a long-term tracking large database to investigate whether the proportion of children who were diagnosed with speech and language impairments were later diagnosed with anxiety or depression were significantly greater than that of matched group of the same age and gender without speech and language impairments. More than 4300 eligible children with speech and language impairments and matched controls were identified and assessed for anxiety and depression. The risk of anxiety and depressive disorders in children with speech and language impairments were examined with Cox regression analyses and adjusting for covariables (gender, age, and comorbidities). The results showed that speech and language impairments were positively associated with anxiety disorders (adjusted hazard ratio [AHR] 2.87, 95% confidence interval [CI] 2.20-3.76) and depressive disorders (AHR 2.51, 95% CI 1.52-4.13). The number of boys with speech and language impairments was more than twofold that of girls, but boys did not different from girls in the risk of anxiety disorders (AHR 0.95, 95% CI 0.75-1.20) and depressive disorders (AHR 0.72, 95% CI 0.47-1.11). Infantile autism and intellectual disabilities were positively associated with anxiety (AHR 1.54, 95% CI 1.07-2.21; AHR 1.47, 95% CI 1.09-1.98), and the latter was positively associated with depression (AHR 1.83, 95% CI 1.06-3.17). In addition to speech and language impairments interventions, our findings supported the necessity of identification and interventions in anxiety and depressive disorders among children with speech and language impairments from elementary school until youth.
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Affiliation(s)
- Yi-Chen Lee
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Vincent Chin-Hung Chen
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- School of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Yao-Hsu Yang
- Health Information and Epidemiology Laboratory, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- Department of Traditional Chinese Medicine, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Ting-Yu Kuo
- Health Information and Epidemiology Laboratory, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
| | - Tai-Hsin Hung
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- School of Medicine, Chang Gung University, Taoyuan, Taiwan
- Chang Gung Institute of Technology, Taoyuan, Taiwan
| | - Yu-Fang Cheng
- Department of Psychiatry, Chiayi Chang Gung Memorial Hospital, Chiayi, Taiwan
- Department of Applied Science (Occupational Therapy), University of Western Sydney, Sydney, Australia
| | - Kuo-You Huang
- Department of Speech Language Pathology and Audiology, Chung Shan Medical University and Hospital, No. 110, Sec. 1, Jianguo N. Rd, Taichung, 40201, Taiwan.
- Speech and Language Therapy Room, Chung Shan Medical University Hospital, Taichung, Taiwan.
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Hung TH, Chen VCH, Yang YH, Tsai CS, Lu ML, McIntyre RS, Lee Y, Huang KY. Association between enterovirus infection and speech and language impairments: A nationwide population-based study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 77:76-86. [PMID: 29705533 DOI: 10.1016/j.ridd.2018.04.017] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2017] [Revised: 04/16/2018] [Accepted: 04/19/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND AIMS Delay and impairment in Speech and language are common developmental problems in younger populations. Hitherto, there has been minimal study of the association between common childhood infections (e.g. enterovirus [EV]) and speech and language. The impetus for evaluating this association is provided by evidence linking inflammation to neurodevelopmental disorders. Herein we sought to determine whether an association exists between EV infection and subsequent diagnoses of speech and language impairments in a nationwide population-based sample in Taiwan. METHODS Our study acquired data from the Taiwan National Health Insurance Research Database. The sample was comprised of individuals under 18 years of age with newly diagnosed EV infection during the period from January 1998 to December 2011. 39669 eligible cases were compared to matched controls and assessed during the study period for incident cases of speech and language impairments. Cox regression analyses were applied, adjusting for sex, age and other physical and mental problems. RESULTS In the fully adjusted Cox regression model for hazard ratios, EV infection as positively associated with speech and language impairments (HR = 1.14, 95% CI: 1.06-1.22) after adjusting for age, sex and other confounds. Compared to the control group, the hazard ratio for speech and language impairments was 1.12 (95% CI: 1.03-1.21) amongst the group of EV infection without hospitalization, and 1.26 (95% CI: 1.10-1.45) amongst the group of EV infection with hospitalization. CONCLUSIONS EV infection is temporally associated with incident speech and language impairments. Our findings herein provide rationale for educating families that EV infection may be associated with subsequent speech and language problems in susceptible individuals and that monitoring for such a presentation would be warranted. WHAT THIS PAPER ADDS?: Speech and language impairments associated with central nervous system infections have been reported in the literature. EV are medically important human pathogens and associated with select neuropsychiatric diseases. Notwithstanding, relatively few reports have mentioned the effects of EV infection on speech and language problems. Our study used a nationwide longitudinal dataset and identified that children with EV infection have a greater risk for speech and language impairments as compared with control group. Infected children combined other comorbidities or risk factors might have greater possibility to develop speech problems. Clinicians should be vigilant for the onset of language developmental abnormalities of preschool children with EV infection.
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Affiliation(s)
- Tai-Hsin Hung
- Department of Psychiatry, Chang Gung Memorial Hospital and University, Chiayi, Taiwan; School of Medicine, Chang Gung University, Taoyuan, Taiwan; Chang Gung Institute of Technology, Taoyuan, Taiwan
| | - Vincent Chin-Hung Chen
- Department of Psychiatry, Chang Gung Memorial Hospital and University, Chiayi, Taiwan; School of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Yao-Hsu Yang
- Department for Traditional Chinese Medicine, Chang Gung Memorial Hospital, Chiayi, Taiwan; Center of Excellence for Chang Gung Research Datalink, Chang Gung Memorial Hospital, Chiayi, Taiwan; Institute of Occupational Medicine and Industrial Hygiene, National Taiwan University College of Public Health, Taipei, Taiwan
| | - Ching-Shu Tsai
- Department of Psychiatry, Chang Gung Memorial Hospital and University, Chiayi, Taiwan; School of Medicine, Chang Gung University, Taoyuan, Taiwan; Chang Gung Institute of Technology, Taoyuan, Taiwan
| | - Mong-Liang Lu
- Department of Psychiatry, Wan-Fang Hospital & School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Roger S McIntyre
- Department of Psychiatry, University of Toronto, Toronto, Canada; Mood Disorders Psychopharmacology Unit, University Health Network, University of Toronto, Toronto, Canada
| | - Yena Lee
- Mood Disorders Psychopharmacology Unit, University Health Network, University of Toronto, Toronto, Canada
| | - Kuo-You Huang
- Department of Speech Language Pathology and Audiology, Chung Shan Medical University and Hospital, Taichung, Taiwan.
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Grove N, Woll B. Assessing language skills in adult key word signers with intellectual disabilities: Insights from sign linguistics. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 62:174-183. [PMID: 28182997 DOI: 10.1016/j.ridd.2017.01.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 01/18/2017] [Accepted: 01/23/2017] [Indexed: 06/06/2023]
Abstract
Manual signing is one of the most widely used approaches to support the communication and language skills of children and adults who have intellectual or developmental disabilities, and problems with communication in spoken language. A recent series of papers reporting findings from this population raises critical issues for professionals in the assessment of multimodal language skills of key word signers. Approaches to assessment will differ depending on whether key word signing (KWS) is viewed as discrete from, or related to, natural sign languages. Two available assessments from these different perspectives are compared. Procedures appropriate to the assessment of sign language production are recommended as a valuable addition to the clinician's toolkit. Sign and speech need to be viewed as multimodal, complementary communicative endeavours, rather than as polarities. Whilst narrative has been shown to be a fruitful context for eliciting language samples, assessments for adult users should be designed to suit the strengths, needs and values of adult signers with intellectual disabilities, using materials that are compatible with their life course stage rather than those designed for young children.
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Affiliation(s)
- Nicola Grove
- Tizard Centre, University of Kent at Canterbury, Kent CT2 7LR, United Kingdom.
| | - Bencie Woll
- DCAL, 49 Gordon Square, London WC1H 0PD, United Kingdom
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Meuris K, Maes B, Zink I. Teaching Adults With Intellectual Disability Manual Signs Through Their Support Staff: A Key Word Signing Program. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2015; 24:545-560. [PMID: 26001760 DOI: 10.1044/2015_ajslp-14-0062] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2014] [Accepted: 05/13/2015] [Indexed: 06/04/2023]
Abstract
PURPOSE The goal of this study was to evaluate a key word signing (KWS) program in which adults with mild to severe intellectual disability (ID) were taught manual signs through their support staff. Our hypothesis was that spontaneous manual sign production of participants would increase significantly after 12 months of implementation of the KWS program. METHOD A KWS immersion program was implemented in a facility for adults with ID. First, 8 support workers received 8 hr of training. These KWS ambassadors then taught 2 manual signs per week to their colleagues, who modeled the use of the signs throughout the day in natural interactions with their clients. KWS use in 15 adults with ID and 15 of their support staff was evaluated before the start of the program and at a 12-month follow-up using a narrative task and during spontaneous conversation. RESULTS Manual sign production of support workers and adults with ID had increased significantly 12 months after the start of the program. The adults with ID were able to express significantly more communicative functions in their narrative language after the intervention and when using KWS. CONCLUSION The KWS program was successful and can be applied in similar clinical settings.
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