1
|
Gandolfi E, Diotallevi G, Viterbori P. Morphological and Inhibitory Skills in Monolingual and Bilingual Children With and Without Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:2620-2637. [PMID: 39058921 DOI: 10.1044/2024_jslhr-23-00368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/28/2024]
Abstract
PURPOSE This study examined the language and nonverbal inhibitory control skills of Italian monolingual and bilingual typically developing (TD) preschoolers with Italian as their second language and of age-matched monolingual and bilingual peers with developmental language disorder (DLD). METHOD Four groups of preschoolers were enrolled: 30 TD Italian monolinguals, 24 TD bilinguals, 19 Italian monolinguals with DLD, and 19 bilinguals with DLD. All children were assessed in Italian on vocabulary, receptive morphosyntax, and morphological markers for DLD in the Italian language (i.e., third-person verb inflections, definite articles, third-person direct-object clitic pronouns, simple prepositions) and nonverbal inhibitory control skills. Group performance was compared using a series of one-way analyses of variance. RESULTS Monolingual and bilingual children with DLD achieved significantly lower performance in all language measures compared to both TD monolingual and bilingual children. However, TD bilinguals, although comprehensively showing better language skills than monolinguals with DLD, achieved a performance closer to that of monolinguals with DLD but significantly higher than that of bilinguals with DLD. Both TD monolinguals and bilinguals showed better results than both DLD groups in inhibitory control tasks, particularly in the interference suppression task. CONCLUSIONS This study provides a picture of language and inhibitory control characteristics of children with various language profiles and adds to the literature on potential markers of DLD among bilingual children. These results suggest that the assessment of nonlinguistic markers, which are associated with language impairment, could be a useful approach to better specify the diagnosis of DLD and reduce cases of misdiagnosis in the context of bilingualism.
Collapse
Affiliation(s)
| | | | - Paola Viterbori
- Department of Educational Sciences, University of Genoa, Italy
| |
Collapse
|
2
|
Scharff Rethfeldt W, McNeilly L, Laasonen M, Meir N, Abutbul-Oz H, Smolander S, Niegia Garcia Goulart B, Frances Hunt E. Assessment of Developmental Language Disorder in Multilingual Children: Results from an International Survey. Folia Phoniatr Logop 2023; 76:127-150. [PMID: 37499641 DOI: 10.1159/000533139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 07/11/2023] [Indexed: 07/29/2023] Open
Abstract
INTRODUCTION The Multilingual-Multicultural Affairs Committee of the International Association of Communication Disorders (IALP) conducted a survey of diagnostic criteria for developmental language disorder (DLD) in multilingual children to discover how clinicians apply terminology and diagnostic criteria to multilingual children in different parts of the world. METHODS An international web survey was used to survey 354 participants from 44 countries about their assessment practices, and clinical opinions about assessing multilingual children for DLD. RESULTS The findings show that most clinicians felt confident in assessing multilingual children, and they applied the DLD terminology and inclusionary criteria to multilingual children with difficulty learning language. Clinicians used different procedures to assess heritage and societal languages. Barriers to access to services included a lack of knowledge by parents and referral sources about services available and typical multilingual development, with additional reasons differing by geographical region. DISCUSSION Speech pathologists across the globe have many similarities in the way that they assess multilingual children. Differences may be attributed to clinical experience, professional education, the clinician's role, the system they work in, and the clinician's own language skills. This paper advances knowledge of current clinical practices, which can be used to evaluate frameworks in international and national contexts, with implications for policy and practice to improve access to clinical services.
Collapse
Affiliation(s)
| | | | - Marja Laasonen
- Logopedics, School of Humanities, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Natalia Meir
- Department of English Literature and Linguistics, The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
| | - Hadar Abutbul-Oz
- Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel
| | - Sini Smolander
- Logopedics, School of Humanities, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Bàrbara Niegia Garcia Goulart
- Health and Human Communication Department, Psychology, Social Service and Health and Human Communication Institute, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Emily Frances Hunt
- School of Medical and Health Sciences, Edith Cowan University, Perth, Australia
| |
Collapse
|
3
|
Suswaram S, Brady NC, Gillispie M. The role of service providers' linguistic backgrounds on assessment of multilingual children. JOURNAL OF COMMUNICATION DISORDERS 2023; 102:106302. [PMID: 36753822 DOI: 10.1016/j.jcomdis.2023.106302] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 01/09/2023] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Cultural and linguistic competencies play a critical role in speech-language pathology services when working with people from diverse linguistic backgrounds with communication disorders (CD; Hopf et al., 2021). The personal experiences of speech-language pathologists (SLPs) influence their cultural and linguistic competence skills. Training programs that consider these personal factors might address the unique needs of the SLPs based on their experiences. The current research explores the connection between the linguistic backgrounds of the SLPs and the challenges and needs they reported while assessing multilingual children with CD. METHOD This study uses a survey method for documenting and comparing 105 SLPs with varying linguistic backgrounds - monolingual, bilingual, and multilingual - on their reported challenges and needs associated with evaluating communication abilities in children from multilingual families with CD. RESULTS Although all the SLPs worked with children from multilingual families, their linguistic backgrounds introduced differences in their clinical assessment opinions. Across all SLPs in the study, common challenges were the limited availability of interpreters, dedicated assessment materials, multilingual clinical supervisors, and pre-professional training opportunities. CONCLUSION This study provides valuable information on the effects of linguistic backgrounds on the clinical opinions of SLPs and alludes to the importance of personal experiences on clinical practices. Future research that examines other personal factors and their effects on the SLPs' clinical opinions and practices will help the development of evidence-based cultural and linguistic competence training programs.
Collapse
Affiliation(s)
- Suma Suswaram
- Department of Psychological and Brain Sciences, Boston University, 900 Commonwealth Avenue, Boston, MA 02215, United States.
| | - Nancy C Brady
- Department of Speech-Language-Hearing, Sciences and Disorders, University of Kansas, United States
| | - Matthew Gillispie
- Department of Speech-Language-Hearing, Sciences and Disorders, University of Kansas, United States
| |
Collapse
|
4
|
Camus Torres AE, Aparici Aznar M. Macroestructura y microestructura narrativa en población infantil bilingüe con TDL: una revisión sistemática. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2023. [DOI: 10.5209/rlog.82548] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
La identificación de niños bilingües con Trastorno del Desarrollo del Lenguaje (TDL) es compleja, y la evaluación de la narración puede ser particularmente valiosa en este contexto. Por ello, el objetivo de este estudio es contribuir a sistematizar y difundir el creciente cuerpo de literatura que investiga las habilidades narrativas de población infantil bilingüe con TDL, a través de una revisión sistemática guiada por las siguientes preguntas: ¿Qué elementos a nivel de macroestructura y microestructura narrativa se han estudiado en la población infantil bilingüe con TDL? ¿Qué aspectos de la macroestructura y microestructura narrativa diferencian a los niños bilingües con TDL de los bilingües con desarrollo típico? ¿Qué aspectos de la macroestructura y microestructura narrativa diferencian a los bilingües con TDL de los monolingües con TDL? Se seleccionaron 25 artículos desde las bases de datos WoS y Scopus. En general, los resultados apuntan a un menor desempeño en la población tanto bilingüe como monolingüe con TDL en varias medidas de ambos niveles, aunque se considera que el núcleo del problema es la microestructura. Sin embargo, existen algunos resultados contradictorios, por lo que se incentiva continuar la investigación de características narrativas específicas en ambas lenguas con el propósito de encontrar marcadores clínicos que contribuyan a una mayor eficiencia en la evaluación de niños bilingües. Además, se sugiere que la evaluación narrativa se combine con otras medidas para aumentar la precisión diagnóstica de TDL.
Collapse
|
5
|
Buac M, Jarzynski R. Providing Culturally and Linguistically Responsive Language Assessment Services for Multilingual Children with Developmental Language Disorder: a Scoping Review. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2022. [DOI: 10.1007/s40474-022-00260-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
|
6
|
León M, Washington KN, McKenna VS, Crowe K, Fritz K. Linguistically Informed Acoustic and Perceptual Analysis of Bilingual Children's Speech Productions: An Exploratory Study in the Jamaican Context. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2490-2509. [PMID: 35858256 PMCID: PMC9584129 DOI: 10.1044/2022_jslhr-21-00386] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 12/17/2021] [Accepted: 04/08/2022] [Indexed: 05/03/2023]
Abstract
PURPOSE The aim of this study was to characterize speech acoustics in bilingual preschoolers who speak Jamaican Creole (JC) and English. We compared a standard approach with a culturally responsive approach for characterizing speech sound productions. Preschoolers' speech productions were compared to adult models from the same linguistic community as a means for providing confirmatory evidence of typical speech patterns specific to JC-English speakers. METHOD Two protocols were applied to the data collected using the Diagnostic Evaluation of Articulation and Phonology (DEAP) Articulation subtest: (a) the standardized DEAP protocol and (b) a culturally and linguistically adapted protocol reflective of the Jamaican post-Creole (English to Creole) continuum. The protocols were used to analyze responses from JC-English-speaking preschoolers (n = 119) and adults (n = 15). Responses were analyzed using acoustic (voice onset time, whole-word duration, and vowel duration) and perceptual (percentage of consonant correct-revised and response frequencies) measures. RESULTS The culturally responsive protocol captured variation in the frequency and acoustic differences produced in the post-Creole continuum, with higher amounts of "other" responses compared to "standard" target responses for both children and adults. Adults' whole-word durations were shorter and showed more consistent prevoicing during initial plosives compared to the children. CONCLUSIONS Applying culturally responsive methods, including knowledge of the variation produced in the post-Creole continuum and with adult models from the same linguistic community, improved the ecological validity of speech characterizations for JC-English preschoolers. Acoustic properties of speech should be investigated further as a means of describing bilingual development and distinguishing between difference and disorder. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20249382.
Collapse
Affiliation(s)
- Michelle León
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
| | - Karla N. Washington
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
- Department of Communicative Sciences and Disorders, New York University, New York
| | - Victoria S. McKenna
- Department of Communication Sciences and Disorders, University of Cincinnati, OH
- Department of Biomedical Engineering, University of Cincinnati, OH
- Department of Otolaryngology-Head and Neck Surgery, University of Cincinnati, OH
| | - Kathryn Crowe
- School of Education, Charles Sturt University, Bathurst, New South Wales, Australia
- School of Health Sciences, University of Iceland, Reykjavík
| | - Kristina Fritz
- Department of Psychology, California State University Northridge, Los Angeles
| |
Collapse
|
7
|
Schwob S, Eddé L, Jacquin L, Leboulanger M, Picard M, Oliveira PR, Skoruppa K. Using Nonword Repetition to Identify Developmental Language Disorder in Monolingual and Bilingual Children: A Systematic Review and Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3578-3593. [PMID: 34407377 DOI: 10.1044/2021_jslhr-20-00552] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose A wealth of studies has assessed the diagnostic value of the nonword repetition task (NWRT) for the detection of developmental language disorder (DLD) in the clinical context of speech and language therapy, first in monolingual children and, more recently, in bilingual children. This review article reviews this literature systematically and conducts a meta-analysis on the discriminative power of this type of task in both populations. Method Three databases were used to select articles based on keyword combinations, which were then reviewed for relevance and methodological rigor based on internationally recognized checklists. From an initial pool of 488 studies, 46 studies were selected for inclusion in the systematic review, and 35 of these studies could be included in a meta-analysis. Results Most of the articles report significant discrimination between children with and without DLD in both monolingual and bilingual contexts, and the meta-analysis shows a large mean effect size. Three factors (age of the child, linguistic status, and language specificity of the task) yielded enough quantitative data for further exploration. Subgroups analysis shows variance in effect sizes, but none of the three factors, neither their interactions, were significant in a metaregression. We discuss how other, less explored factors (e.g., nature of the stimuli, scoring methods) could also contribute to differences in results. Sensitivity and specificity analyses reported in 33 studies confirmed that, despite possible effect size differences, the diagnostic accuracy of the NWRT is generally near thresholds considered to be discriminatory. It generally increases when it is combined with other tasks (e.g., parental questionnaire). Conclusions This review indicates that the NWRT is a promising diagnostic tool to identify children with DLD in monolingual and bilingual contexts with a large mean effect size. However, it seems necessary to choose the precise NWRT materials based on the children's language background and to complement the assessment sessions with other tools in order to ensure diagnosis and to obtain complete language profile of the child. Supplemental Material https://doi.org/10.23641/asha.15152370.
Collapse
Affiliation(s)
- Salomé Schwob
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Laurane Eddé
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Laure Jacquin
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Mégane Leboulanger
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Margot Picard
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Patricia Ramos Oliveira
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| | - Katrin Skoruppa
- Institut des sciences logopédiques, Pierre-à-Mazel 7, 2000 Neuchâtel, Université de Neuchâtel, Suisse
| |
Collapse
|
8
|
Riva A, Musetti A, Bomba M, Milani L, Montrasi V, Nacinovich R. Language-Related Skills in Bilingual Children With Specific Learning Disorders. Front Psychol 2021; 11:564047. [PMID: 33551894 PMCID: PMC7859646 DOI: 10.3389/fpsyg.2020.564047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 12/28/2020] [Indexed: 11/13/2022] Open
Abstract
Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD. Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions. Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found. Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.
Collapse
Affiliation(s)
- Anna Riva
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | - Alessandro Musetti
- Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Emilia-Romagna, Italy
| | - Monica Bomba
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | - Lorenzo Milani
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | | | - Renata Nacinovich
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| |
Collapse
|