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Hearnshaw S, Baker E, Pomper R, McGregor KK, Edwards J, Munro N. I remembered the chorm! Word learning abilities of children with and without phonological impairment. Int J Lang Commun Disord 2024; 59:913-931. [PMID: 37902394 DOI: 10.1111/1460-6984.12967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 09/28/2023] [Indexed: 10/31/2023]
Abstract
BACKGROUND Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. AIMS To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4-5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). METHODS & PROCEDURES Participants were 49 Australian-English-speaking children aged 48-69 months. Children were each taught four novel non-words (out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann-Whitney U-tests, and continuously using multiple linear regression. OUTCOMES & RESULTS There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. CONCLUSIONS & IMPLICATIONS Children with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language. WHAT THIS PAPER ADDS What is already known on the subject There is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech. What this study adds to existing knowledge This study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities. What are the potential or actual clinical implications of this work? Findings from this study support the importance of assessing and considering measures of word learning-including vocabulary-when working with children with phonological impairment. This study indicates that it is possible to use stories coupled with measures of confrontation naming and story retell to gain deeper insight into children's word learning abilities.
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Affiliation(s)
| | - Elise Baker
- Western Sydney University, Penrith, NSW, Australia
- South Western Sydney Local Health District, Warwick Farm, NSW, Australia
- Ingham Institute for Applied Medical Research, Liverpool, NSW, Australia
| | - Ron Pomper
- Boys Town National Research Hospital, Omaha, Nebraska, USA
| | | | - Jan Edwards
- Department of Hearing and Speech Sciences, University of Maryland, College Park, Maryland, USA
| | - Natalie Munro
- The University of Sydney, Camperdown, NSW, Australia
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Munro N, Cardell E. Speech-language pathology and our diverse landscape of research and practice! Int J Speech Lang Pathol 2024; 26:147-148. [PMID: 38634703 DOI: 10.1080/17549507.2024.2333145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/19/2024]
Affiliation(s)
- Natalie Munro
- Faculty of Health, Southern Cross University, Queensland, Australia
- Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia
| | - Elizabeth Cardell
- School of Health and Medical Sciences, University of Southern Queensland, Queensland, Australia
- School of Medicine and Dentistry, Griffith University, Queensland, Australia
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Shelton N, Munro N, Starling J, Tieu L, Keep M. Social media use by young people with language disorders: a scoping review. Disabil Rehabil 2024:1-11. [PMID: 38459901 DOI: 10.1080/09638288.2024.2325039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 02/24/2024] [Indexed: 03/11/2024]
Abstract
PURPOSE Social media are widely used by young people (YP), but how YP with language disorders use social media for social interaction remains insufficiently studied. This article provides an overview of the research on social media use by YP with language disorders. MATERIALS AND METHODS A scoping review was conducted, guided by a five-stage framework. Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsychINFO, Scopus, speechBITE, Web of Science, ProQuest Dissertations & Theses Global). Chaining searches of papers identified for inclusion were conducted. RESULTS After screening 199 unique papers, 44 were included. Findings revealed that YP with language disorders use social media less compared to typically developing peers; their profile of communication difficulties may impact the types of social media with which they engage. Although intervention studies are limited, the results offer encouraging findings regarding the positive impact of support for use of social media. Barriers and facilitators for social media use are identified. CONCLUSIONS YP with language disorders use social media for social purposes. However, co-designed research into what YP with language disorders perceive their social media needs to be is urgently needed. How to support YP with language disorders to use social media is subject to future investigation.
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Affiliation(s)
- Nichola Shelton
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Julia Starling
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Lyn Tieu
- Faculty of Arts and Science, University of Toronto, Toronto, Canada
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia
- Department of Linguistics, Macquarie University, Sydney, Australia
| | - Melanie Keep
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Hodges R, Baker E, Munro N, Masso S. The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking. Int J Speech Lang Pathol 2024; 26:96-104. [PMID: 36537839 DOI: 10.1080/17549507.2022.2152866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE To explore the emergent literacy skills of 4- to 5-year-old children with a history of late talking (H-LT) and a history of typical development (H-TD) by: (1) determining if the two groups differ on measures of emergent literacy, and (2) identifying the proportion in each group presenting with weak emergent literacy profiles. METHOD The emergent literacy skills of 4- to 5-year-old children with a H-LT (n = 13) and a H-TD (n = 11) were compared on measures of phonological awareness, print awareness (including print concepts and letter-sound knowledge), and narrative. Cut-off scores reflecting weak performance for each measure were determined. Children scoring below the cut-off on at least two measures were identified as having a weak emergent literacy profile. RESULT Group means indicated poorer emergent literacy performance in children with a H-LT compared to a H-TD, however, comparisons were not statistically significant (p > 0.05). Proportionally, more children with a H-LT had a weak emergent literacy profile (8/13; 62%) compared to children with a H-TD (2/11; 18%). CONCLUSION Children with a H-LT may be more vulnerable for emergent literacy difficulties. By assessing multiple emergent literacy skills, individualised profiles for children can be determined and reported alongside between-group comparisons.
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Affiliation(s)
- Rosemary Hodges
- Western Sydney Speech Pathology, Blacktown, Australia
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
| | - Elise Baker
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
- School of Health Sciences, Western Sydney University, Penrith, Australia
- South Western Sydney Local Health District, Liverpool, Australia, and
- Ingham Institute for Applied Medical Research, Liverpool, Australia
| | - Natalie Munro
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
| | - Sarah Masso
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, Australia
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Cardell E, Munro N. Growing our evidence: Development, direction, and dissemination. Int J Speech Lang Pathol 2023; 25:797-799. [PMID: 38143246 DOI: 10.1080/17549507.2023.2293407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/26/2023]
Affiliation(s)
- Elizabeth Cardell
- School of Health and Medical Sciences, University of Southern Queensland, Toowoomba, Queensland, Australia
- School of Medicine and Dentistry, Griffith University, Nathan, Queensland, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Camperdown, New South Wales, Australia
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Tan V, Smidt A, Herman G, Munro N, Summers S. Revising the Pragmatics Profile using a modified Delphi methodology to meet the assessment needs of current speech-language therapists. Int J Lang Commun Disord 2023; 58:2144-2161. [PMID: 37431989 DOI: 10.1111/1460-6984.12922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 06/14/2023] [Indexed: 07/12/2023]
Abstract
BACKGROUND Non-standardized assessment tools are preferred when assessing communication of individuals with developmental disabilities. Currently, there are limited tools available for assessing this population. Informant report tools such as the Pragmatics Profile (PP) of Everyday Communication Skills are beneficial in gathering a representative view of an individual's communication. However, the PP is out of print and outdated, requiring revisions to meet contemporary assessment needs of speech-language therapists (SLTs). AIMS To seek consensus from an international panel regarding revising the Pragmatic Profile by (1) updating language and terminology, and (2) development of an online tool. METHODS & PROCEDURES A total of 13 experienced SLTs and researchers in the disability field participated in a modified Delphi study including an initial online meeting followed by an anonymous four-round survey. Participants reviewed the relevance and wording of questions in the original preschool, school-age and adult versions to create a single combined version of the PP. In each Delphi round, the level of consensus was calculated and qualitative comments were analysed using thematic analysis. OUTCOMES & RESULTS A revised online version of the PP was created including 64 questions. Qualitative analysis illuminated key concepts in the creation of a revised form including the need for plain and age-neutral language, which is inclusive of all communication modalities and physical impairments, and identifies behaviours that have the potential to be communicative acts. Using conditional logic, users are navigated to the appropriate questions based on the intentionality level of the individual rather than their age. CONCLUSIONS & IMPLICATIONS This study resulted in the revision of a valued assessment tool appropriate for current disability service provision that identifies communication along the continuum of intentionality rather than age. WHAT THIS PAPER ADDS What is already known on this subject Non-standardized tools are appropriate when assessing communication of individuals with developmental disabilities. However, there are limited published tools suitable for this population with several of them out of print, making it difficult to conduct a holistic assessment. What this study adds to the existing knowledge This study resulted in the creation of an online PP based on experts' opinion. The revised PP modified the primary focus of the tool from age- to skill-based whereby questions are targeted according to intentionality level. Revisions included plain language, and inclusion of all communication modalities and physical impairments via a series of prompts to ensure that the information provided by informants is accurate and relevant. What are the potential or actual clinical implications of this work? The revised PP adds to the toolkit of an SLT working with individuals with a developmental disability and allows for accurate reporting of functional communication. Guided by experts' opinion, the revised PP is likely to be highly valued in the increasingly technological world in which we live.
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Affiliation(s)
- Vanessa Tan
- The University of Sydney, Sydney, NSW, Australia
| | - Andy Smidt
- The University of Sydney, Sydney, NSW, Australia
| | - Gabi Herman
- The University of Sydney, Sydney, NSW, Australia
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Chaitow L, McCabe P, Munro N, Purcell A. Language and early literacy professional development: A complex intervention for early childhood educators and speech-language pathologists. Int J Speech Lang Pathol 2023; 25:656-666. [PMID: 36062764 DOI: 10.1080/17549507.2022.2115136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Purpose: Improving language and literacy skills in preschoolers can lead to better life outcomes. One way speech-language pathologists (SLPs) can improve these skills in preschoolers is by supporting educators through professional development (PD). However, PD in early childhood education and care (ECEC) settings is a complex intervention. To improve preschoolers' language and literacy skills using PD, SLPs must first work with educators to change or increase educators' language and literacy-promoting behaviours. This paper aimed to describe educator behaviours and preschooler skills following a real-world language and literacy PD intervention facilitated by two community SLPs.Method: Two pragmatic studies were conducted across four ECEC centres: (1) an observation study of 13 educators' self-reported language and literacy promoting behaviours, and (2) a non-randomised controlled trial investigating the language and literacy skills of 82 preschoolers as reported by their educators and parents/carers.Result: After the intervention, educators rated themselves as performing language and literacy-promoting behaviours more frequently. Educators also rated the early reading skills of preschoolers more highly after the PD intervention, but not preschoolers' oral language or early writing skills. Parents/carers did not report any significant improvements in preschoolers' skills.Conclusion: PD as an SLP intervention, whilst promising, showed mixed outcomes. Educator outcomes improved; however, preschooler outcomes were varied.
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Affiliation(s)
- Lauren Chaitow
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia, and
| | - Patricia McCabe
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia, and
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia, and
| | - Alison Purcell
- School of Health Sciences, Western Sydney University, Campbelltown, Australia
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Shelton N, Munro N, Keep M, Starling J, Tieu L. Do speech-language therapists support young people with communication disability to use social media? A mixed methods study of professional practices. Int J Lang Commun Disord 2023; 58:848-863. [PMID: 36565240 DOI: 10.1111/1460-6984.12826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Accepted: 11/09/2022] [Indexed: 05/12/2023]
Abstract
BACKGROUND Social media is increasingly used by young people, including those with communication disability. To date, though, little is known about how speech-language therapists (SLTs) support the social media use of young people with communication disability. AIMS To explore what services SLTs provide to facilitate the social media use of young people with communication disability, including what these services look like, and the factors that impact SLTs' professional practices. METHODS & PROCEDURES A sequential mixed methods approach was employed including an online survey and in-depth semi-structured interviews. Participants were qualified practising SLTs in Australia with a caseload that included clients aged 12-16 years. Quantitative data were analysed with SPSS. A thematic analysis of qualitative data was conducted with NVivo. OUTCOMES & RESULTS Survey responses from 61 SLTs were analysed. Interviews were conducted with 16 participants. Survey data indicated that SLTs do not systematically assess or treat young people's use of social media as part of their professional practice. Interview data revealed that where SLTs do support young people's use of social media, they transfer knowledge and practices typically used in offline contexts to underpin their work supporting clients' use of social media. In terms of factors that affect SLTs' practices, three major themes were identified: client/family factors, SLT factors, and societal factors. CONCLUSIONS & IMPLICATIONS While young people with communication disability may desire digital participation in social media spaces, SLTs' current professional practices do not routinely address this need. Professional practice guidelines would support SLTs' practices in this area. Future research should seek the opinions of young people with communication disability regarding their use of social media, and the role of SLTs in facilitating this. WHAT THIS PAPER ADDS What is already known on the subject Young people with communication disability use social media, but digital inequality means that they may not do so to the same extent as their typically developing peers. Services targeting a young person's social media use is within the SLT scope of practice. Whether or not SLTs routinely address the social media use of young people with communication disability as part of their professional practice is unknown. What this study adds to existing knowledge This study found that SLTs in Australia do not systematically provide professional services targeting young people's use of social media. When services do address a young person's use of social media, knowledge and practices typically used by SLTs in offline contexts are adapted to support their work targeting online social media contexts. What are the potential or actual clinical implications of this work? This study indicates that SLTs should consider a range of factors when deciding whether to address a young person's social media use. Adapting existing offline professional practices to online environments could support SLTs' work in providing services targeting social media use. Professional practice guidelines would support SLTs' work facilitating the social media use of young people with communication disability.
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Affiliation(s)
- Nichola Shelton
- Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Melanie Keep
- Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Julia Starling
- Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia
| | - Lyn Tieu
- Faculty of Arts and Science, University of Toronto, Toronto, ON, Canada
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Denman D, Cordier R, Munro N, Kim JH, Speyer R. Standardized Measures Used Regularly by Speech-Language Pathologists when Assessing the Language Abilities of School-Aged Children: A Survey. Folia Phoniatr Logop 2023; 75:334-349. [PMID: 37094559 PMCID: PMC10614266 DOI: 10.1159/000530718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 04/05/2023] [Indexed: 04/26/2023] Open
Abstract
INTRODUCTION This study examined speech-language pathologist (SLP)'s use of standardized language measures when assessing school-aged children. METHOD A total of 335 SLPs provided information in a web-based survey regarding the standardized language measures they use for school-aged children. SLPs were asked to identify the domains targeted, purposes of use, and reasons for which regularly used standardized measures were chosen for use. RESULTS Findings indicated that SLPs collectively use many standardized measures, although only a small number are used regularly. SLPs reported using standardized measures to assess domains that measures are not ideally designed for and for purposes that the measures are not ideally suited to assessing. SLPs reported selecting diagnostic measures based on psychometric properties but not for screening measures. Reasons for choice varied depending on the particular measure. CONCLUSION Overall, findings indicated that SLPs need to place greater focus on evidence-based practice recommendations when selecting standardized measures for use with school-aged children. Implications for clinical practice and future directions are discussed.
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Affiliation(s)
- Deborah Denman
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
| | - Reinie Cordier
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle-upon-Tyne, UK
- Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Natalie Munro
- Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Camperdown, NSW, Australia
| | - Jae-Hyun Kim
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
| | - Renée Speyer
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- Department of Special Needs Education, University of Oslo, Oslo, Norway
- Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, Leiden, The Netherlands
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Hearnshaw S, Baker E, Pomper R, McGregor KK, Edwards J, Munro N. The Relationship Between Speech Perception, Speech Production, and Vocabulary Abilities in Children: Insights From By-Group and Continuous Analyses. J Speech Lang Hear Res 2023; 66:1173-1191. [PMID: 36940475 DOI: 10.1044/2022_jslhr-22-00441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The purpose of this study was to explore the relationship between speech perception, speech production, and vocabulary abilities in children with and without speech sound disorders (SSDs), analyzing the data both by group and continuously. METHOD Sixty-one Australian English-speaking children aged 48-69 months participated in this study. Children's speech production abilities ranged along the continuum from SSDs through to typical speech. Their vocabulary abilities ranged along the continuum from typical to above average ("lexically precocious"). Children completed routine speech and language assessments in addition to an experimental Australian English lexical and phonetic judgment task. RESULTS When analyzing data by group, there was no significant difference between the speech perception ability of children with SSDs and that of children without SSDs. Children with above-average vocabularies had significantly better speech perception ability than children with average vocabularies. When analyzing data continuously, speech production and vocabulary were both significant positive predictors of variance in speech perception ability, both individually in simple linear regression and when combined in multiple linear regression. There was also a significant positive correlation between perception and production of two of the four target phonemes tested (i.e., /k/ and /ʃ/) among children in the SSD group. CONCLUSIONS Results from this study provide further insight into the complex relationship between speech perception, speech production, and vocabulary abilities in children. While there is a clinical and important need for categorical distinctions between SSDs and typically developing speech, findings further highlight the value of investigating speech production and vocabulary abilities continuously and categorically. By capturing the heterogeneity among children's speech production and vocabulary abilities, we can advance our understanding of SSDs in children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.22229674.
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Affiliation(s)
| | - Elise Baker
- Western Sydney University, New South Wales, Australia
- South Western Sydney Local Health District, New South Wales, Australia
- Ingham Institute for Applied Medical Research, Liverpool, New South Wales, Australia
| | - Ron Pomper
- Boys Town National Research Hospital, Omaha, NE
| | | | - Jan Edwards
- Department of Hearing and Speech Sciences, University of Maryland, College Park
| | - Natalie Munro
- The University of Sydney, New South Wales, Australia
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Frizelle P, McKean C, Eadie P, Ebbels S, Fricke S, Justice LM, Kunnari S, Leitão S, Morgan AT, Munro N, Murphy CA, Storkel HL, Van Horne AO. Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD. J Child Psychol Psychiatry 2023; 64:474-479. [PMID: 36127873 PMCID: PMC10087453 DOI: 10.1111/jcpp.13694] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/21/2022] [Indexed: 02/04/2023]
Abstract
Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Cork, Ireland
| | - Cristina McKean
- Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Patricia Eadie
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Vic., Australia
| | - Susan Ebbels
- Moor House Research and Training Institute, Moor House School & College, London, UK.,Division of Psychology and Language Sciences, University College London, London, UK
| | - Silke Fricke
- Division of Human Communication Sciences, Health Sciences School, The University of Sheffield, Sheffield, UK
| | - Laura M Justice
- Department of Educational Studies, The Ohio State University, Columbus, OH, USA
| | - Sari Kunnari
- Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Oulu, Finland
| | - Suze Leitão
- Curtin School of Allied Health, Curtin University, Perth, WA, Australia
| | - Angela T Morgan
- Speech and Language, Murdoch Children's Research Institute, Melbourne, Vic., Australia.,Department of Audiology and Speech Pathology, University of Melbourne, Melbourne, Vic., Australia.,Speech Pathology Department, Royal Children's Hospital, Melbourne, Vic., Australia
| | - Natalie Munro
- Sydney School of Health Sciences, The University of Sydney, Camperdown, NSW, Australia
| | - Carol-Anne Murphy
- HIST Health Research Institute and School of Allied Health, University of Limerick, Limerick, Ireland
| | - Holly L Storkel
- Department of Speech, Language, Hearing: Sciences & Disorders, University of Kansas, Lawrence, KS, USA
| | - Amanda Owen Van Horne
- Department of Communication Sciences & Disorders, University of Delaware, Newark, DE, USA
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Baker E, Li W, Hodges R, Masso S, Jones C, Guo Y, Alt M, Antoniou M, Afshar S, Tosi K, Munro N. Harnessing automatic speech recognition to realise Sustainable Development Goals 3, 9, and 17 through interdisciplinary partnerships for children with communication disability. Int J Speech Lang Pathol 2023; 25:125-129. [PMID: 36511655 DOI: 10.1080/17549507.2022.2146194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE To showcase how applications of automatic speech recognition (ASR) technology could help solve challenges in speech-language pathology practice with children with communication disability, and contribute to the realisation of the Sustainable Development Goals (SDGs). RESULT ASR technologies have been developed to address the need for equitable, efficient, and accurate assessment and diagnosis of communication disability in children by automating the transcription and analysis of speech and language samples and supporting dual-language assessment of bilingual children. ASR tools can automate the measurement of and help optimise intervention fidelity. ASR tools can also be used by children to engage in independent speech production practice without relying on feedback from speech-language pathologists (SLPs), thus bridging the long-standing gap between recommended and received intervention intensity. These innovative technologies and tools have been generated from interdisciplinary partnerships between SLPs, engineers, data scientists, and linguists. CONCLUSION To advance equitable, efficient, and effective speech-language pathology services for children with communication disability, SLPs would benefit from integrating ASR solutions into their clinical practice. Ongoing interdisciplinary research is needed to further advance ASR technologies to optimise children's outcomes. This commentary paper focusses on industry, innovation and infrastructure (SDG 9) and partnerships for the goals (SDG 17). It also addresses SDG 1, SDG 3, SDG 4, SDG 8, SDG 10, SDG 11, and SDG 16.
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Affiliation(s)
- Elise Baker
- School of Health Sciences, Western Sydney University, Campbelltown, Australia
- South Western Sydney Local Health District, Liverpool, Australia
- Ingham Institute for Applied Medical Research, Liverpool, Australia
| | - Weicong Li
- School of Health Sciences, Western Sydney University, Campbelltown, Australia
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, Australia
| | - Rosemary Hodges
- School of Health Sciences, Western Sydney University, Campbelltown, Australia
- Western Sydney Speech Pathology, Blacktown, Australia
| | - Sarah Masso
- Sydney School of Health Sciences, The University of Sydney, Sydney, Australia
| | - Caroline Jones
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, Australia
| | - Yi Guo
- School of Computing, Engineering and Mathematics, Western Sydney University, Penrith, Australia
| | - Mary Alt
- School of Mind, Brain, and Behaviour, The University of Arizona, Tucson, AZ, USA, and
| | - Mark Antoniou
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, Australia
| | - Saeed Afshar
- MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, Australia
- School of Computing, Engineering and Mathematics, Western Sydney University, Penrith, Australia
- International Centre for Neuromorphic Systems, Western Sydney University, Penrith, Australia
| | - Katrina Tosi
- South Western Sydney Local Health District, Liverpool, Australia
| | - Natalie Munro
- Sydney School of Health Sciences, The University of Sydney, Sydney, Australia
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Munro N, Cardell E. Looking back but also forward. Int J Speech Lang Pathol 2022; 24:571-572. [PMID: 36472866 DOI: 10.1080/17549507.2022.2148349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
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Carson L, Baker E, Munro N. A Systematic Review of Interventions for Late Talkers: Intervention Approaches, Elements, and Vocabulary Outcomes. Am J Speech Lang Pathol 2022; 31:2861-2874. [PMID: 36251872 DOI: 10.1044/2022_ajslp-21-00168] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE The aim of this systematic review was to examine the empirical evidence on interventions for late talkers between 18 and 42 months according to type of intervention approach (direct, indirect, and hybrid), reporting of intervention elements, and outcomes for receptive and expressive vocabulary. METHOD This review was registered with PROSPERO and followed Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. Eleven databases were systematically searched with 34 intervention studies involving 1,207 participants meeting criteria. Studies were categorized as using a direct, indirect, or hybrid intervention approach, then examined according to intervention elements, vocabulary outcomes, as well as reported tools and type of score used to evaluate outcomes. RESULTS Across 34 studies, nine used a direct intervention approach, 10 an indirect intervention approach, and 14 a hybrid intervention approach. One study compared direct and hybrid intervention approaches. All indirect and hybrid approaches included parent training; direct approaches did not. The type and degree of reporting of other intervention elements, as well as the tools and type of score used to evaluate outcomes, varied within and across approaches. Overall, improvements in expressive vocabulary were reported by 93% of studies, with variable results for the nine studies reporting receptive vocabulary outcomes. CONCLUSIONS The direct, indirect, and hybrid intervention approaches were typified by specific intervention elements; however, there was diversity in how other elements comprising the approaches were arranged. When making decisions about which intervention approach to use, clinicians need to be mindful of the differences among approaches, how they discuss those differences with parents, and which approaches and elements might be best suited to individual children and their families. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21291405.
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Affiliation(s)
- Lynn Carson
- The University of Sydney, New South Wales, Australia
| | - Elise Baker
- Western Sydney University, New South Wales, Australia
- South Western Sydney Local Health District, New South Wales, Australia
- Ingham Institute for Applied Medical Research, Liverpool, New South Wales, Australia
| | - Natalie Munro
- The University of Sydney, New South Wales, Australia
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Cardell E, Munro N. Most interesting times for speech-language pathology - now and into the future. Int J Speech Lang Pathol 2022; 24:1-2. [PMID: 35485528 DOI: 10.1080/17549507.2022.2046879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
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Boulton KA, Coghill D, Silove N, Pellicano E, Whitehouse AJO, Bellgrove MA, Rinehart NJ, Lah S, Redoblado‐Hodge M, Badawi N, Heussler H, Rogerson N, Burns J, Farrar MA, Nanan R, Novak I, Goldwater MB, Munro N, Togher L, Nassar N, Quinn P, Middeldorp CM, Guastella AJ. A national harmonised data collection network for neurodevelopmental disorders: A transdiagnostic assessment protocol for neurodevelopment, mental health, functioning and well‐being. JCPP Advances 2021. [DOI: 10.1002/jcv2.12048] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
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Pedergnana A, Cristiani E, Munro N, Valletta F, Sharon G. Early line and hook fishing at the Epipaleolithic site of Jordan River Dureijat (Northern Israel). PLoS One 2021; 16:e0257710. [PMID: 34613991 PMCID: PMC8494375 DOI: 10.1371/journal.pone.0257710] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Accepted: 09/09/2021] [Indexed: 11/24/2022] Open
Abstract
Nineteen broken and complete bone fish hooks and six grooved stones recovered from the Epipaleolithic site of Jordan River Dureijat in the Hula Valley of Israel represent the largest collection of fishing technology from the Epipaleolithic and Paleolithic periods. Although Jordan River Dureijat was occupied throughout the Epipaleolithic (~20-10 kya the fish hooks appear only at the later stage of this period (15,000-12,000 cal BP). This paper presents a multidimensional study of the hooks, grooved stones, site context, and the fish assemblage from macro and micro perspectives following technological, use wear, residue and zooarchaeological approaches. The study of the fish hooks reveals significant variability in hook size, shape and feature type and provides the first evidence that several landmark innovations in fishing technology were already in use at this early date. These include inner and outer barbs, a variety of line attachment techniques including knobs, grooves and adhesives and some of the earliest evidence for artificial lures. Wear on the grooved stones is consistent with their use as sinkers while plant fibers recovered from the grooves of one hook shank and one stone suggest the use of fishing line. This together with associations between the grooved stones and hooks in the same archaeological layers, suggests the emergence of a sophisticated line and hook technology. The complexity of this technology is highlighted by the multiple steps required to manufacture each component and combine them into an integrated system. The appearance of such technology in the Levantine Epipaleolithic record reflects a deep knowledge of fish behavior and ecology. This coincides with significant larger-scale patterns in subsistence evolution, namely broad spectrum foraging, which is an important first signal of the beginning of the transition to agriculture in this region.
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Affiliation(s)
- Antonella Pedergnana
- TraCEr, Laboratory for Traceology and Controlled Experiments at MONREPOS Archaeological Research Centre and Museum for Human Behavioural Evolution, RGZM, Mainz, Germany
| | - Emanuela Cristiani
- DANTE–Diet and Ancient Technology Laboratory, Department of Oral and Maxillo-Facial Sciences, Sapienza University of Rome, Roma, Italy
| | - Natalie Munro
- Department of Anthropology, University of Connecticut, Storrs Mansfield, Connecticut, United States of America
| | - Francesco Valletta
- Institute of Archaeology, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Gonen Sharon
- Department of Galilee Studies (M.A.), Tel Hai College, Qiryat Shemona, Israel
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Denman D, Kim JH, Munro N, Speyer R, Cordier R. Consensus on Terminology for Describing Child Language Interventions: A Delphi Study. J Speech Lang Hear Res 2021; 64:3504-3519. [PMID: 34464546 DOI: 10.1044/2021_jslhr-20-00656] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Language intervention for children with language disorder may be effective; however, lack of detailed and consistent terminology for describing language interventions poses barriers for advancement within the field. This study aimed to develop consensus from speech-language pathologists (SLPs) in Australia on a taxonomy with terminology for describing language interventions for school-aged children and investigate SLPs' application of taxonomy terminology when describing child language interventions. Method A taxonomy with terms for describing interventions was developed with reference to contemporary literature and presented to clinicians and researchers with expertise in child language disorders in a three-round Delphi study. We asked Delphi participants to indicate agreement with the taxonomy or propose changes. Application of the taxonomy was investigated by asking participants to use taxonomy terminology to describe interventions presented in two case studies. Results The taxonomy consists of five aspects across which interventions may be described: modality/domain, purpose, delivery, form, and teaching techniques. Consensus on the taxonomy was established in both Round 1 (55 participants) and Round 2 (43 participants), with 100% of SLPs strongly agreeing or agreeing with the overall structure of the taxonomy and at least 87.3% of SLPs strongly agreeing or agreeing with each aspect. In Round 3 (32 participants), consensus was reached on 45/54 taxonomy categories (4/12 of the components) for Case Study 1 and 45/54 taxonomy categories (7/12 of the components) for Case Study 2. Conclusions Consensus on a taxonomy with terminology for describing language interventions represents a significant advancement in the field of child language intervention. Future actions may be needed to facilitate consistent application of taxonomy terms. Supplemental Material https://doi.org/10.23641/asha.16435290.
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Affiliation(s)
- Deborah Denman
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Jae-Hyun Kim
- Department of Linguistics, Macquarie University, North Ryde, New South Wales, Australia
| | - Natalie Munro
- Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, New South Wales, Australia
| | - Renée Speyer
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Department of Special Needs Education, University of Oslo, Norway
- Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, the Netherlands
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
- Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, United Kingdom
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19
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Shelton N, Munro N, Keep M, Starling J, Tieu L. Clinical practices of speech-language pathologists working with 12- to 16-year olds in Australia. Int J Speech Lang Pathol 2021; 23:394-404. [PMID: 33624563 DOI: 10.1080/17549507.2020.1820576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose: The current landscape of speech-language pathology (SLP) services for 12- to 16-year olds in Australia remains largely unchartered. Implementing the Speech Pathology 2030 vision necessitates mapping current services, and gaps in services, provided by speech-language pathologists (SLPs). However, the last survey of Australian SLPs' practices with young people was conducted in 2005. The aim of this study was to bridge the service delivery information gap.Method: Ninety-six SLPs working with 12- to 16-year olds in Australia completed an anonymous online survey consisting of binary choice, multiple choice, and Likert scale questions. A theoretical approach to service delivery based on response to intervention models underpinned question design.Result: SLP clinical practices remain traditional, following an impairment/diagnostic model. Additionally, there is an inequitable provision of SLP services across states/territories of Australia, according to whether or not there is government provision for SLP services in public schools.Conclusion: The results suggest a need for standard government provision of SLP services across Australia to ensure equity of access. These findings inform our understanding of contemporary assessment and intervention practices of SLPs working with 12- to 16-year olds in Australia.
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Affiliation(s)
- Nichola Shelton
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Natalie Munro
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Melanie Keep
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Julia Starling
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Lyn Tieu
- Office of the Pro Vice-Chancellor (Research & Innovation), School of Education, MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia
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20
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Munro N, Baker E, Masso S, Carson L, Lee T, Wong AMY, Stokes SF. Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology. J Speech Lang Hear Res 2021; 64:2682-2697. [PMID: 34098725 DOI: 10.1044/2021_jslhr-20-00680] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21-25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre-post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73-169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733.
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Affiliation(s)
- Natalie Munro
- The University of Sydney, New South Wales, Australia
| | - Elise Baker
- The University of Sydney, New South Wales, Australia
- Western Sydney University, Penrith, New South Wales, Australia
- South Western Sydney Local Health District Liverpool, New South Wales, Australia
- Ingham Institute for Applied Medical Research, Liverpool, New South Wales, Australia
| | - Sarah Masso
- The University of Sydney, New South Wales, Australia
- Charles Sturt University, Bathurst, New South Wales, Australia
| | - Lynn Carson
- The University of Sydney, New South Wales, Australia
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21
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Watters K, Munro N, Feher M. 'Doctor, will this medicine give me cancer?': Lessons from nitrosamines and extended-release metformin. Diabet Med 2021; 38:e14421. [PMID: 33063883 DOI: 10.1111/dme.14421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 10/12/2020] [Indexed: 11/29/2022]
Affiliation(s)
- K Watters
- Diabetes Centre Chelsea and Westminster Hospital, London, UK
| | - N Munro
- Department of Clinical and Experimental Medicine, University of Surrey, Guilford Surrey, UK
- Diabetes Centre, Dumfries and Galloway Royal Infirmary, Dumfries, UK
| | - M Feher
- Diabetes Centre Chelsea and Westminster Hospital, London, UK
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
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22
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Denman D, Cordier R, Kim JH, Munro N, Speyer R. What Influences Speech-Language Pathologists' Use of Different Types of Language Assessments for Elementary School-Age Children? Lang Speech Hear Serv Sch 2021; 52:776-793. [PMID: 33848195 DOI: 10.1044/2021_lshss-20-00053] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose This study reports on data from a survey of speech-language pathologists' (SLPs) language assessment practices for elementary school-age children. The objective was to investigate the regularity with which SLPs use different types of assessments (described across data types, task types, environmental contexts, and dynamic features). This study also investigated factors that influence assessment practice, the main sources from which SLPs obtain information on language assessment and the main challenges reported by SLPs in relation to language assessment. Method A web-based survey was used to collect information from 407 Australian SLPs regarding the types of assessments they use. Factors that influenced the regularity with which different types of assessments were used were investigated using regression analysis. Results Most SLPs regularly used assessments that are norm-referenced, decontextualized, and conducted in a clinical context and less regularly used other types of assessments. Service agency, Australian state, and SLPs' years of experience were found to influence the regularity with which some types of assessments were used. Informal discussions with colleagues were the most frequently identified source of information on assessment practice. Main challenges related to limited time, lack of assessment materials, and lack of confidence in assessing children from culturally and linguistically diverse backgrounds. Conclusions SLPs could improve current language assessment practice for elementary school-age children through more regular use of some types of assessments. Actions to facilitate evidence-based assessment practice should consider the contextual differences that exist between service agencies and states and address challenges that SLPs experience in relation to language assessment. Supplemental Material https://doi.org/10.23641/asha.14378948.
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Affiliation(s)
- Deborah Denman
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.,Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle upon Tyne, United Kingdom
| | - Jae-Hyun Kim
- Department of Linguistics, Macquarie University, North Ryde, New South Wales, Australia
| | - Natalie Munro
- Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Lidcombe, New South Wales, Australia
| | - Renée Speyer
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia.,Department of Special Needs Education, University of Oslo, Norway.,Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, the Netherlands
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Hinton W, Feher M, Munro N, Joy M, de Lusignan S. Sodium-glucose co-transporter-2 inhibitor cardiovascular outcome trials and generalizability to English primary care. Diabet Med 2020; 37:1499-1508. [PMID: 32128875 PMCID: PMC7497070 DOI: 10.1111/dme.14290] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/28/2020] [Indexed: 12/25/2022]
Abstract
AIM To identify people in English primary care with equivalent cardiovascular risk to participants in the sodium-glucose co-transporter-2 inhibitor (SGLT-2i) cardiovascular outcome trials (CVOTs). A secondary objective was to report the usage of SGLT-2is. METHODS Cross-sectional analysis of people registered with participating practices in the Royal College of General Practitioners (RCGP) Research and Surveillance Centre (RSC) network on the 31 December 2016. We derived: (1) proportions of the primary care population eligible for inclusion in each SGLT-2i CVOT (CANVAS, DECLARE, EMPA-REG and VERTIS); (2) characteristics of the eligible population compared with trial participants (demographics, disease duration and vascular risk); and (3) differences within the eligible population prescribed SGLT-2is. RESULTS The proportions of people with type 2 diabetes (N = 84 394) meeting the inclusion criteria for each CVOT were: DECLARE 27% [95% confidence interval (CI) 26.5-27.1]; CANVAS 17% (16.6-17.1); VERTIS 7% (7.1-7.4); and EMPA-REG 7% (6.5-6.8). Primary care populations fulfilling inclusion criteria were 5-8 years older than trial cohorts, and <10% with inclusion criteria of each trial were prescribed an SGLT-2i; a greater proportion were men, and of white ethnicity. CONCLUSIONS There was variation in proportions of the primary care type 2 diabetes population fulfilling inclusion criteria of SGLT-2i CVOTs. The more stringent the inclusion criteria, the lower the proportion identified in a primary care setting. Prescription rates for SGLT-2is were low in this national database, and there were demographic disparities in prescribing.
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Affiliation(s)
- W. Hinton
- Nuffield Department of Primary Care Health SciencesUniversity of OxfordOxfordUK
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - M. Feher
- Nuffield Department of Primary Care Health SciencesUniversity of OxfordOxfordUK
| | - N. Munro
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - M. Joy
- Nuffield Department of Primary Care Health SciencesUniversity of OxfordOxfordUK
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - S. de Lusignan
- Nuffield Department of Primary Care Health SciencesUniversity of OxfordOxfordUK
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
- Royal College of General PractitionersResearch and Surveillance CentreLondonUK
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Neam SY, Baker E, Hodges R, Munro N. Speech production abilities of 4- to 5-year-old children with and without a history of late talking: The tricky tyrannosaurus. Int J Speech Lang Pathol 2020; 22:184-195. [PMID: 31339378 DOI: 10.1080/17549507.2019.1638968] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose: Research on the speech production abilities of children with a history of late talking (HLT) is limited. We compared 4- to 5-year-old children with and without a HLT on a routine speech assessment and a single-word polysyllable assessment.Method: The two speech assessments were administered to 13 children with a HLT (4;4-5;9 years) and 11 children with a history of typical development (HTD) (4;1-5;10 years). Data were analysed using descriptive and inferential statistics.Result: The HLT group had significantly poorer speech accuracy than the HTD group on both the routine speech and polysyllable assessments. The HLT group also showed a significantly higher percentage occurrence of consonant omissions on both speech assessments compared to the HTD group. Descriptive analysis of participants' polysyllable productions indicated that the HLT group showed a higher percentage occurrence of a range of error types compared to the HTD group.Conclusion: By 4-5 years of age, children who were late to talk had speech production abilities that were significantly poorer than their peers who were not late to talk, suggesting continued underlying differences.
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Affiliation(s)
- Sze Yuen Neam
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia
| | - Elise Baker
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia
| | - Rosemary Hodges
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia
| | - Natalie Munro
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia
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Sugden E, Baker E, Williams AL, Munro N, Trivette CM. Evaluation of Parent- and Speech-Language Pathologist-Delivered Multiple Oppositions Intervention for Children With Phonological Impairment: A Multiple-Baseline Design Study. Am J Speech Lang Pathol 2020; 29:111-126. [PMID: 31765232 DOI: 10.1044/2019_ajslp-18-0248] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose Evidence for the multiple oppositions intervention approach indicates it should be delivered 3 times weekly; however, this high dose frequency is not provided by many speech-language pathologists worldwide. This study investigated whether parents could be involved in delivering phonological intervention to fulfill this intensity shortfall. Method Five children with moderate-to-severe phonological impairment aged 3;3-5;11 (years;months) and 1 of their parents participated in this study using a multiple-baseline across participants design. Participants attended one 60-min clinic-based session per week for 8 weeks, and parents completed home practice 2 times per week over this period after receiving training. Parents also attended a 60-min training session prior to commencing intervention. Results All children showed a treatment effect to treated words. Three of the 5 children demonstrated a large effect size for generalization to nontreatment words, with 1 child demonstrating a moderate effect and 1 child demonstrating no effect. However, all children showed qualitative changes to their speech system. Three of the 5 children experienced significant changes to communicative participation. Measures of treatment fidelity indicated that parents were able to competently deliver the intervention both within the clinic and at home. Conclusions Combined parent- and speech-language pathologist-delivered multiple oppositions intervention is effective for some children with moderate-to-severe phonological impairment. The findings indicate that parents can be trained to competently and confidently deliver phonological intervention. Further evidence is needed to identify optimal child and parent characteristics most suited to this modified service delivery approach. Supplemental Material https://doi.org/10.23641/asha.10565885.
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Affiliation(s)
- Eleanor Sugden
- Discipline of Speech Pathology, The University of Sydney, New South Wales, Australia
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Elise Baker
- Discipline of Speech Pathology, The University of Sydney, New South Wales, Australia
| | - A Lynn Williams
- Department of Audiology and Speech-Language Pathology, East Tennessee State University, Johnson City
| | - Natalie Munro
- Discipline of Speech Pathology, The University of Sydney, New South Wales, Australia
| | - Carol M Trivette
- Department of Early Childhood Education, East Tennessee State University, Johnson City
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Parsons L, Cordier R, Munro N, Joosten A. Peer's pragmatic language outcomes following a peer-mediated intervention for children with autism: A randomised controlled trial. Res Dev Disabil 2020; 99:103591. [PMID: 32032829 DOI: 10.1016/j.ridd.2020.103591] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2019] [Revised: 01/20/2020] [Accepted: 01/20/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Peer-mediated pragmatic language interventions can be of benefit to children with autism as they simultaneously target an individual child's pragmatic language skills and contextual factors related to social interactions. However, little is known about peer outcomes following peer-mediated interventions. AIMS This study evaluated the pragmatic language outcomes for typically-developing (TD) playmates who participated in a peer-mediated intervention for children with autism. METHODS Dyads (child with autism and TD-playmate; n = 71) were randomised to a treatment-first or waitlisted-first comparison group. Dyads attended 10 clinic play-sessions with a therapist and parents mediated home-practice. The Pragmatics Observational Measure 2nd edition (POM-2), and Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. RESULTS Changes in both outcomes measures were equivalent for intervention-first and waitlisted TD-playmates, but all TD-playmates made significant gains in pragmatics following the intervention. Treatment effects maintained for 3-months (p < 0.001-0.014, d = 0.22-0.63), were equivalent in different environments (clinic and home). Peer relationship type and therapist profession mediated POM-2 scores across the study, while expressive language ability moderated SEE scores. CONCLUSIONS This peer-mediated intervention had a positive impact on TD-playmate's pragmatic language capacity and performance.
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Affiliation(s)
- Lauren Parsons
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia.
| | - Reinie Cordier
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; University of Oslo, Department of Special Needs Education, Blindern, Oslo, 0318, Norway
| | - Natalie Munro
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; The University of Sydney, Faculty of Medicine and Health, Sydney School of Health Sciences, Lidcombe, New South Wales, 2141, Australia
| | - Annette Joosten
- Curtin University, School of Occupational Therapy, Social Work and Speech Pathology, Bentley, Western Australia 6102, Australia; Australian Catholic University, School of Allied Health, Fitzroy, Victoria, 3065, Australia
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James K, Munro N, Togher L, Cordier R. The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study. Lang Speech Hear Serv Sch 2020; 51:115-127. [PMID: 31603367 DOI: 10.1044/2019_lshss-18-0090] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose Working with students with emotional behavioral disorders is a challenging area of speech-language pathology practice. In this study, we compare and profile the narrative discourse, structural language, and social communication characteristics of adolescents attending behavioral support and mainstream schools. We also examine relationships between narratives, structural language, social communication, and behavior. Method Fifty-four students aged between 12 and 16 years participated. Twenty-seven students were from 3 Australian government Schools for Specific Purposes for students with behavioral difficulties, and 27 typically developing students were from a mainstream, government school. Students were matched for age and closely matched for sex and socioeconomic status. All students completed 3 communication assessments: oral narrative, structural language, and social communication skills. Teachers were asked to complete 2 behavioral questionnaires. Results Students in behavioral schools had significant difficulties generating narratives. Their structural language and overall social communication skills were also significantly poorer than their mainstream peers. One third of the behavioral group experienced significant difficulties across all 3 of these communication areas. Externalizing behavior was significantly related to narrative, structural language, and social communication only when the data were pooled across both groups. Conclusions Language and social communication difficulties were evident in adolescents who attend alternative school settings-behavioral schools. These findings confirm the need for speech-language pathologists to be engaged in specialist behavioral schools and provide impetus to service providers, speech-language pathologists, and educators to address relationships between behavior and communication ability.
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Affiliation(s)
- Karen James
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia
| | - Natalie Munro
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Leanne Togher
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia.,Faculty of Educational Sciences, Department of Special Needs Education, The University of Oslo, Norway
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Parsons L, Cordier R, Munro N, Joosten A. A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most. J Autism Dev Disord 2019; 49:4219-4231. [PMID: 31292899 DOI: 10.1007/s10803-019-04137-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
This study explored characteristics of children with autism with large intervention effects following a peer-mediated pragmatic language intervention, to devise algorithms for predicting children most likely to benefit. Children attended a 10-week intervention with a typically-developing peer. Data from a pilot study and RCT formed the dataset for this study. The POM-2 measured intervention outcomes. Children completed the EVT-2, TACL-4, and Social Emotional Evaluation at baseline, and parents completed the CCC-2 and CCBRS. High CCC-2 Use of Context and CCBRS Separation Anxiety scores and comparatively lower EVT-2, CCC-2 Nonverbal Communication and Cohesion scores predicted children with large intervention effects. Results can be used by clinicians to predict which children within their clinics might benefit most from participating in this intervention.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, 6102, Australia.
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, 6102, Australia
- Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, 0318, Blindern, Olso, Norway
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, 6102, Australia
- Faculty of Health Sciences, The University of Sydney, Camperdown, NSW, 2006, Australia
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, 6102, Australia
- School of Allied Health, Australian Catholic University, Fitzroy, VIC, 3065, Australia
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Denman D, Kim JH, Munro N, Speyer R, Cordier R. Describing language assessments for school-aged children: A Delphi study. Int J Speech Lang Pathol 2019; 21:602-612. [PMID: 30632808 DOI: 10.1080/17549507.2018.1552716] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2017] [Revised: 11/01/2018] [Accepted: 11/20/2018] [Indexed: 06/09/2023]
Abstract
Purpose: Given the barriers that inconsistent terminology poses for the Speech-Language Pathology (SLP) profession, this study aimed to develop an agreed-upon taxonomy with well-defined categories for describing language assessment practices for children.Method: A taxonomy with illustrative terms for describing assessments across four aspects (modality/domain, purpose, delivery and form) was developed with reference to contemporary literature. In a three round Delphi study, SLPs with expertise in child language were asked to indicate their level of agreement with the taxonomy and provide feedback. Participants were also asked to apply the taxonomy by categorising assessments presented in case studies.Result: A total of 55 participants completed round one, while 43 and 32 completed rounds two and three respectively. Agreed consensus with the taxonomy was achieved in both rounds one and two, with at least 88% of participants agreeing with each aspect and 100% agreeing with the overall structure. In round three, an agreement was reached on 7/10 components for one case study and 4/10 for the other.Conclusion: The development of this taxonomy represents a significant step towards providing detailed terminology for describing language assessments. Future research is needed to investigate implementation strategies to facilitate consistent application of the taxonomy by SLPs.
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Affiliation(s)
- Deborah Denman
- Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Jae-Hyun Kim
- Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Linguistics, Macquarie University, Sydney, Australia
| | - Natalie Munro
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Renée Speyer
- Faculty of Health Sciences, Curtin University, Perth, Australia
- Department of Special Needs Education, University of Oslo, Oslo, Norway
- Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, Leiden, The Netherlands
| | - Reinie Cordier
- Faculty of Health Sciences, Curtin University, Perth, Australia
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Hearnshaw S, Baker E, Munro N. Speech Perception Skills of Children With Speech Sound Disorders: A Systematic Review and Meta-Analysis. J Speech Lang Hear Res 2019; 62:3771-3789. [PMID: 31525302 DOI: 10.1044/2019_jslhr-s-18-0519] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school-age children with speech sound disorders (SSDs) have difficulties with speech perception. Method Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task-lexical and/or phonetic judgment tasks. Results Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Conclusion Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research. Supplemental Material https://doi.org/10.23641/asha.9808361.
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Affiliation(s)
- Stephanie Hearnshaw
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
| | - Elise Baker
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
| | - Natalie Munro
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, New South Wales, Australia
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31
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Feher M, Hinton W, Munro N, de Lusignan S. Obstructive sleep apnoea in Type 2 diabetes mellitus: increased risk for overweight as well as obese people included in a national primary care database analysis. Diabet Med 2019; 36:1304-1311. [PMID: 31001841 PMCID: PMC6767542 DOI: 10.1111/dme.13968] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/15/2019] [Indexed: 12/13/2022]
Abstract
AIMS To determine obstructive sleep apnoea prevalence in people with Type 2 or Type 1 diabetes in a national primary care setting, stratified by BMI category, and to explore the relationship between patient characteristics and obstructive sleep apnoea. METHODS Using the Royal College of General Practitioners Research and Surveillance Centre database, a cross-sectional analysis was conducted. Diabetes type was identified using a seven-step algorithm and was grouped by Type 2 diabetes, Type 1 diabetes and no diabetes. The clinical characteristics of these groups were analysed, BMI-stratified obstructive sleep apnoea prevalence rates were calculated, and a multilevel logistic regression analysis was completed on the Type 2 diabetes group. RESULTS Analysis of 1 275 461 adult records in the Royal College of General Practitioners Research and Surveillance Centre network showed that obstructive sleep apnoea was prevalent in 0.7%. In people with Type 2 diabetes, obstructive sleep apnoea prevalence increased with each increasing BMI category, from 0.5% in those of normal weight to 9.6% in those in the highest obesity class. By comparison, obstructive sleep apnoea prevalence rates for these BMI categories in Type 1 diabetes were 0.3% and 4.3%, and in those without diabetes 1.2% and 3.9%, respectively. Obstructive sleep apnoea was more prevalent in men than women in both diabetes types. When known risk factors were adjusted for, there were increased odds ratios for obstructive sleep apnoea in people with Type 2 diabetes in the overweight and higher BMI categories. CONCLUSIONS Obstructive sleep apnoea was reported in people with both types of diabetes across the range of overweight categories and not simply in the highest obesity class.
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Affiliation(s)
- M. Feher
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - W. Hinton
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - N. Munro
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
| | - S. de Lusignan
- Department of Clinical and Experimental MedicineUniversity of SurreyGuildfordUK
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32
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Parsons L, Cordier R, Munro N, Joosten A. A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism. Front Psychol 2019; 10:1960. [PMID: 31611828 PMCID: PMC6776827 DOI: 10.3389/fpsyg.2019.01960] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2019] [Accepted: 08/09/2019] [Indexed: 11/14/2022] Open
Abstract
PURPOSE This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism. METHODS A sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. RESULTS POM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001-0.05, d = 0.49-0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up. CONCLUSION Findings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Bentley, WA, Australia
- School of Allied Health, Australian Catholic University, Fitzroy, VIC, Australia
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33
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Parsons L, Cordier R, Munro N, Joosten A. The feasibility and appropriateness of a peer-to-peer, play-based intervention for improving pragmatic language in children with autism spectrum disorder. Int J Speech Lang Pathol 2019; 21:412-424. [PMID: 30175619 DOI: 10.1080/17549507.2018.1492630] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2017] [Revised: 06/11/2018] [Accepted: 06/19/2018] [Indexed: 06/08/2023]
Abstract
Purpose: This study trialled a play-based, peer-to-peer intervention with children with autism spectrum disorder (ASD) to identify suitable instruments for measuring changes in pragmatic language following the intervention, and evaluate preliminary effectiveness. It also aimed to investigate the appropriateness of the intervention for participants. Method: Ten children with ASD, their typically developing peers, and parents participated. The Pragmatics Observational Measure (POM), Social Emotional Evaluation (SEE) and Profiling Elements of Prosody in Speech Communication (PEPS-C) measured the participant's social communication skills before, after, and 2-months following the intervention. Parent interviews were conducted two months after the intervention and responses were analysed using a thematic approach. Result: Children demonstrated gains in pragmatic language on the POM (χ2(3) = 11.160, p = 0.011) and related higher-level language on the SEE (χ2(2) = 6.686, p = 0.035). The PEPS-C did not produce any significant results. Parent interview responses indicated the intervention was appropriate for the children and families involved. Conclusion: The intervention warrants further investigation of effectiveness with a more robust research design. Consideration should be given to using observational measures of pragmatic language away from the clinic environment to evaluate generalisation, and future development of the intervention might consider variations in playmates and group size.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
- Faculty of Health Sciences, The University of Sydney , Sydney , Australia , and
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
- School of Allied Health, Australian Catholic University , Brisbane , Australia
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Affiliation(s)
- M B Whyte
- Faculty of Health and Medical Sciences, University of Surrey, Guildford, Surrey, UK
| | - N Munro
- Faculty of Health and Medical Sciences, University of Surrey, Guildford, Surrey, UK
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35
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Cordier R, Munro N, Wilkes-Gillan S, Speyer R, Parsons L, Joosten A. Applying Item Response Theory (IRT) Modeling to an Observational Measure of Childhood Pragmatics: The Pragmatics Observational Measure-2. Front Psychol 2019; 10:408. [PMID: 30873094 PMCID: PMC6403159 DOI: 10.3389/fpsyg.2019.00408] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Accepted: 02/11/2019] [Indexed: 12/02/2022] Open
Abstract
Assessment of pragmatic language abilities of children is important across a number of childhood developmental disorders including ADHD, language impairment and Autism Spectrum Disorder. The Pragmatics Observational Measure (POM) was developed to investigate children's pragmatic skills during play in a peer-peer interaction. To date, classic test theory methodology has reported good psychometric properties for this measure, but the POM has yet to be evaluated using item response theory. The aim of this study was to evaluate the POM using Rasch analysis. Person and item fit statistics, response scale, dimensionality of the scale and differential item functioning were investigated. Participants included 342 children aged 5-11 years from New Zealand; 108 children with ADHD were playing with 108 typically developing peers and 126 typically developing age, sex and ethnic matched peers played in dyads in the control group. Video footage of this interaction was recorded and later analyzed by an independent rater unknown to the children using the POM. Rasch analysis revealed that the rating scale was ordered and used appropriately. The overall person (0.97) and item (0.99) reliability was excellent. Fit statistics for four individual items were outside acceptable parameters and were removed. The dimensionality of the measure showed two distinct elements (verbal and non-verbal pragmatic language) of a unidimensional construct. These findings have led to a revision of the first edition of POM, now called the POM-2. Further empirical work investigating the responsiveness of the POM-2 and its utility in identifying pragmatic language impairments in other childhood developmental disorders is recommended.
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Affiliation(s)
- Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- Discipline of Speech Pathology, Faculty of Health Sciences, The University of Sydney, Sydney, NSW, Australia
| | - Sarah Wilkes-Gillan
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Sydney, NSW, Australia
| | - Renée Speyer
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- Department of Special Needs Education, University of Oslo, Oslo, Norway
- Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Center, Leiden, Netherlands
| | - Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Faculty of Health Sciences, Curtin University, Perth, WA, Australia
- School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Sydney, NSW, Australia
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Chea RE, Munro N, Drevensek S, Brady C, Docking K. Vocabulary skills of school-age children with acquired brain injury: an exploration of tiered word knowledge and naming errors. Brain Inj 2019; 33:657-669. [PMID: 30702947 DOI: 10.1080/02699052.2019.1567939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
BACKGROUND Vocabulary deficits are the most frequently documented communication difficulty following childhood acquired brain injury (ABI). Given the adverse consequences of limited vocabulary on academic success, it is critical to identify the presence and nature of vocabulary impairments to provide effective intervention for children with ABI. METHOD Eleven children (7;6-11;11) with moderate/severe ABI (>12 months post-injury) and individually matched typically developing (TD) controls completed an Australian adaptation of a vocabulary assessment based on a three-tiered framework: tier 1 (basic words), tier 2 (high-frequency, cross-curricular words), and tier 3 (curriculum-based words). Overall scores and tiered accuracy were compared at individual and group level. Type and frequency of expressive naming errors were also coded. RESULTS In this pilot study, children with ABI demonstrated poorer overall scores than TD children. Equivalent accuracy was noted for tier 1 words and tier 2 receptive words. However, significantly poorer accuracy was noted in the ABI group for tier 2 expressive words and all tier 3 words. The majority of naming errors were semantic across both groups although TD participants showed a wider distribution of error types. CONCLUSIONS Findings support the use of tier 2 and 3 vocabulary as intervention targets in this population within education contexts and speech pathology settings.
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Affiliation(s)
- Ruei Ern Chea
- a Discipline of Speech Pathology, Faculty of Health Sciences , University of Sydney , Lidcombe , Australia
| | - Natalie Munro
- a Discipline of Speech Pathology, Faculty of Health Sciences , University of Sydney , Lidcombe , Australia
| | - Suzi Drevensek
- b Brain Injury Service, Kids Rehab , The Children's Hospital at Westmead, Sydney Children's Hospital Network , Westmead , Australia
| | - Candice Brady
- b Brain Injury Service, Kids Rehab , The Children's Hospital at Westmead, Sydney Children's Hospital Network , Westmead , Australia
| | - Kimberley Docking
- a Discipline of Speech Pathology, Faculty of Health Sciences , University of Sydney , Lidcombe , Australia
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37
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Sugden E, Baker E, Munro N, Williams AL, Trivette CM. An Australian survey of parent involvement in intervention for childhood speech sound disorders. Int J Speech Lang Pathol 2018; 20:766-778. [PMID: 28816080 DOI: 10.1080/17549507.2017.1356936] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2016] [Revised: 07/13/2017] [Accepted: 07/13/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs' beliefs and motivations for involving parents in intervention, and to determine whether SLPs' characteristics are associated with their self-reported practice. METHOD An online survey of 288 SLPs working with SSD in Australia was conducted. RESULT The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs' place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. CONCLUSION Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.
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Affiliation(s)
- Eleanor Sugden
- a Discipline of Speech Pathology, Faculty of Health Sciences , The University of Sydney , Lidcombe , Australia
| | - Elise Baker
- a Discipline of Speech Pathology, Faculty of Health Sciences , The University of Sydney , Lidcombe , Australia
| | - Natalie Munro
- a Discipline of Speech Pathology, Faculty of Health Sciences , The University of Sydney , Lidcombe , Australia
| | - A Lynn Williams
- b College of Clinical and Rehabilitative Health Sciences , East Tennessee State University , Johnson City , TN , USA and
| | - Carol M Trivette
- c Department of Early Childhood Education , East Tennessee State University , Johnson City , TN , USA
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McGREGOR K, Munro N, Chen SM, Baker E, Oleson J. Cultural influences on the developing semantic lexicon. J Child Lang 2018; 45:1309-1336. [PMID: 29961430 DOI: 10.1017/s0305000918000211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
To determine whether the developing semantic lexicon varies with culture, we examined the animal and food naming of children from three communities distinguished by language, cultural heritage, and population density. The children were five- and seven-year-olds from Australia (n = 197), Taiwan (n = 456), and the US (n = 172). Naming patterns revealed hierarchical and flexible organization of the semantic lexicon. The content of the lexicon, particularly food names, varied with cultural heritage. In all three communities, wild mammals were predominant during animal naming, a likely influence of children's media. The influence of the Chinese zodiac was evident in the clustering of animal names in the Taiwanese sample. There was no apparent influence of population density and little influence of language, except that the Taiwanese children more frequently named foods at the superordinate level, a possible influence of the structure of Mandarin. Children develop their lexicons in response to culture as experienced first-hand or through media.
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Affiliation(s)
- Karla McGREGOR
- Faculty of Health Sciences,The University of Sydney,Australia
| | - Natalie Munro
- Faculty of Health Sciences,The University of Sydney,Australia
| | | | - Elise Baker
- Faculty of Health Sciences,The University of Sydney,Australia
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Howland C, Baker E, Munro N, McLeod S. Realisation of grammatical morphemes by children with phonological impairment. Clin Linguist Phon 2018; 33:20-41. [PMID: 30207749 DOI: 10.1080/02699206.2018.1518487] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Revised: 08/27/2018] [Accepted: 08/28/2018] [Indexed: 06/08/2023]
Abstract
The aim of this research was to explore how preschool-aged children with phonological impairment (PI) realise grammatical morphemes across different phonological contexts (i.e. singleton consonant, consonant cluster, syllable), conditions of finiteness and individual morpheme types. Factors accounting for children's realisation of grammatical morphemes were also examined. Eighty-seven Australian English-speaking preschoolers (aged 4-5 years) with PI completed the Children's Assessment of Morphophonology (CHAMP)-an elicited response task-in addition to standardised tests of speech and receptive language. The most challenging grammatical morphemes were finite morphemes (particularly past tense) and grammatical morphemes realised in consonant clusters. The ability to produce consonant clusters in single words significantly accounted for children's ability to realise grammatical morphemes, regardless of whether grammatical morphemes were realised in singleton, consonant cluster or syllable contexts. Realisation of grammatical morphemes by preschoolers with PI is influenced by phonological and morphological factors. The findings have implications regarding the assessment and differential diagnosis of preschoolers with concomitant phonological and language difficulties.
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Affiliation(s)
- Charlotte Howland
- a The University of Sydney , Sydney , Australia
- b Charles Sturt University , Bathurst , Australia
| | - Elise Baker
- a The University of Sydney , Sydney , Australia
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Sugden E, Baker E, Munro N, Williams AL, Trivette CM. Service delivery and intervention intensity for phonology-based speech sound disorders. Int J Lang Commun Disord 2018; 53:718-734. [PMID: 29900638 DOI: 10.1111/1460-6984.12399] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 03/16/2018] [Accepted: 04/27/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND When planning evidence-based intervention services for children with phonology-based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs' services align with the research evidence. AIMS The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day-to-day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs' clinical practice with children with phonology-based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence-based services. METHODS & PROCEDURES Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. MAIN CONTRIBUTIONS There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30-60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology-based SSD. CONCLUSIONS & IMPLICATIONS Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.
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Affiliation(s)
- Eleanor Sugden
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
- Discipline of Speech Pathology, University of Sydney, Sydney, NSW, Australia
| | - Elise Baker
- Discipline of Speech Pathology, University of Sydney, Sydney, NSW, Australia
| | - Natalie Munro
- Discipline of Speech Pathology, University of Sydney, Sydney, NSW, Australia
| | - A Lynn Williams
- Department of Audiology and Speech-Language Pathology, East Tennessee State University, Johnson City, TN, USA
| | - Carol M Trivette
- Department of Early Childhood Education, East Tennessee State University, Johnson City, TN, USA
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Chami S, Munro N, Docking K, McGregor K, Arciuli J, Baker E, Heard R. Changes in semantic fluency across childhood: Normative data from Australian-English speakers. Int J Speech Lang Pathol 2018; 20:262-273. [PMID: 28084112 DOI: 10.1080/17549507.2016.1276214] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2016] [Accepted: 12/14/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE Verbal fluency tests are often used as part of an assessment battery to investigate children's lexical knowledge as well as executive function skills. To date, however, issues surrounding consistency of measurement cloud comparisons across studies, with the developmental performance of Australian-English speaking children also currently lacking. This study tracked verbal fluency development as measured by two semantic fluency tasks that included coding of fluency, clustering and switching type responses. METHOD Participants included 355 typically developing Australian-English speaking children (4-10 years) and 46 young adults. Total fluency was determined by the number of words produced for each category (Animals or Food), minus repetitions and rule violations. Semantic clusters (words generated within a subcategory) were coded while switches between single words or subcategories were differentiated and coded as either hard or cluster switches. RESULT Fluency showed consistent improvement over age. Cluster Switches and Hard Switches showed some evidence of a plateau in performance relative to fluency, but in opposite direction. Other measures showed no strong trends over age. Results were similar for both semantic categories. CONCLUSION Our results highlight the rich information available within a semantic fluency task and the importance of differentiating hard and cluster switches in paediatric samples.
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Affiliation(s)
- Sara Chami
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
| | - Natalie Munro
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
| | - Kimberley Docking
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
| | - Karla McGregor
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
- b Department of Communication Sciences and Disorders and the DeLTA Center , University of Iowa , Iowa City , IA , USA , and
| | - Joanne Arciuli
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
| | - Elise Baker
- a Discipline of Speech Pathology , The University of Sydney , Lidcombe , Australia
| | - Rob Heard
- c Discipline of Behavioural and Social Sciences in Health , The University of Sydney , Sydney , Australia
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Hearnshaw S, Baker E, Munro N. The speech perception skills of children with and without speech sound disorder. J Commun Disord 2018; 71:61-71. [PMID: 29306068 DOI: 10.1016/j.jcomdis.2017.12.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2017] [Revised: 11/20/2017] [Accepted: 12/03/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE To investigate whether Australian-English speaking children with and without speech sound disorder (SSD) differ in their overall speech perception accuracy. Additionally, to investigate differences in the perception of specific phonemes and the association between speech perception and speech production skills. METHOD Twenty-five Australian-English speaking children aged 48-60 months participated in this study. The SSD group included 12 children and the typically developing (TD) group included 13 children. Children completed routine speech and language assessments in addition to an experimental Australian-English lexical and phonetic judgement task based on Rvachew's Speech Assessment and Interactive Learning System (SAILS) program (Rvachew, 2009). This task included eight words across four word-initial phonemes-/k, ɹ, ʃ, s/. RESULTS Children with SSD showed significantly poorer perceptual accuracy on the lexical and phonetic judgement task compared with TD peers. The phonemes /ɹ/ and /s/ were most frequently perceived in error across both groups. Additionally, the phoneme /ɹ/ was most commonly produced in error. There was also a positive correlation between overall speech perception and speech production scores. CONCLUSIONS Children with SSD perceived speech less accurately than their typically developing peers. The findings suggest that an Australian-English variation of a lexical and phonetic judgement task similar to the SAILS program is promising and worthy of a larger scale study.
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Affiliation(s)
| | - Elise Baker
- The University of Sydney, 75 East Street, Lidcombe, NSW, 2141, Australia.
| | - Natalie Munro
- The University of Sydney, 75 East Street, Lidcombe, NSW, 2141, Australia.
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Hodges R, Baker E, Munro N, McGregor KK. Responses made by late talkers and typically developing toddlers during speech assessments. Int J Speech Lang Pathol 2017; 19:587-600. [PMID: 27701903 DOI: 10.1080/17549507.2016.1221452] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2015] [Accepted: 07/29/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE Assessing toddlers' speech is challenging. We explored responses made by late talkers and their typically developing peers in structured speech sampling contexts and determined if late talker subgroups could be identified. METHOD Twenty-six late talkers and 26 age-matched typically developing toddlers participated in an expressive phonology assessment and an elicited non-word imitation test. We quantified the breadth of toddler responses used in a subset of monosyllabic stimuli from the toddler phonology assessment and in the non-word imitation test. Correlational and cluster analyses were conducted. RESULT There were six response types: no response, protoword response, different verbal response, correct phoneme, common and uncommon phonological errors. Toddlers' use of most of the response types correlated across the two sampling contexts. Use of the response types also correlated with several direct and parent-report assessments. There were significant group differences in the use of several response types in both sampling contexts. Five late talker subgroups were identified that presented with differing profiles of responses. CONCLUSION Toddlers respond in a variety of ways during structured speech sampling contexts. Responses made by late talkers offer insights about the nature of late talking and their heterogeneity. Implications for research and clinical management of late talkers are discussed.
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Affiliation(s)
- Rosemary Hodges
- a Discipline of Speech Pathology, The University of Sydney , Sydney , Australia and
| | - Elise Baker
- a Discipline of Speech Pathology, The University of Sydney , Sydney , Australia and
| | - Natalie Munro
- a Discipline of Speech Pathology, The University of Sydney , Sydney , Australia and
| | - Karla K McGregor
- a Discipline of Speech Pathology, The University of Sydney , Sydney , Australia and
- b Communication Sciences and Disorders, University of Iowa , Iowa City , IA , USA
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Lux D, Zarkali A, Munro N, Moran N. Vigilance in the myeloma patient: A case of CNS myelomatosis masked by multiple confounders. J Neurol Sci 2017. [DOI: 10.1016/j.jns.2017.08.2100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Denman D, Speyer R, Munro N, Pearce WM, Chen YW, Cordier R. Psychometric Properties of Language Assessments for Children Aged 4-12 Years: A Systematic Review. Front Psychol 2017; 8:1515. [PMID: 28936189 PMCID: PMC5594094 DOI: 10.3389/fpsyg.2017.01515] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2017] [Accepted: 08/21/2017] [Indexed: 01/30/2023] Open
Abstract
Introduction: Standardized assessments are widely used by speech pathologists in clinical and research settings to evaluate the language abilities of school-aged children and inform decisions about diagnosis, eligibility for services and intervention. Given the significance of these decisions, it is important that assessments have sound psychometric properties. Objective: The aim of this systematic review was to examine the psychometric quality of currently available comprehensive language assessments for school-aged children and identify assessments with the best evidence for use. Methods: Using the PRISMA framework as a guideline, a search of five databases and a review of websites and textbooks was undertaken to identify language assessments and published material on the reliability and validity of these assessments. The methodological quality of selected studies was evaluated using the COSMIN taxonomy and checklist. Results: Fifteen assessments were evaluated. For most assessments evidence of hypothesis testing (convergent and discriminant validity) was identified; with a smaller number of assessments having some evidence of reliability and content validity. No assessments presented with evidence of structural validity, internal consistency or error measurement. Overall, all assessments were identified as having limitations with regards to evidence of psychometric quality. Conclusions: Further research is required to provide good evidence of psychometric quality for currently available language assessments. Of the assessments evaluated, the Assessment of Literacy and Language, the Clinical Evaluation of Language Fundamentals-5th Edition, the Clinical Evaluation of Language Fundamentals-Preschool: 2nd Edition and the Preschool Language Scales-5th Edition presented with most evidence and are thus recommended for use.
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Affiliation(s)
- Deborah Denman
- College of Healthcare Sciences, James Cook UniversityTownsville, QLD, Australia
| | - Renée Speyer
- College of Healthcare Sciences, James Cook UniversityTownsville, QLD, Australia
- Faculty of Health Science, Curtin UniversityPerth, WA, Australia
- Leiden University Medical CentreLeiden, Netherlands
| | - Natalie Munro
- Faculty of Health Science, The University of SydneySydney, NSW, Australia
| | - Wendy M. Pearce
- School of Allied Health, Australian Catholic UniversitySydney, NSW, Australia
| | - Yu-Wei Chen
- Faculty of Health Science, The University of SydneySydney, NSW, Australia
| | - Reinie Cordier
- Faculty of Health Science, Curtin UniversityPerth, WA, Australia
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Hinton W, Liyanage H, McGovern A, Liaw ST, Kuziemsky C, Munro N, de Lusignan S. Measuring Quality of Healthcare Outcomes in Type 2 Diabetes from Routine Data: a Seven-nation Survey Conducted by the IMIA Primary Health Care Working Group. Yearb Med Inform 2017; 26:201-208. [PMID: 28480471 PMCID: PMC6250989 DOI: 10.15265/iy-2017-005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Background: The Institute of Medicine framework defines six dimensions of quality for healthcare systems: (1) safety, (2) effectiveness, (3) patient centeredness, (4) timeliness of care, (5) efficiency, and (6) equity. Large health datasets provide an opportunity to assess quality in these areas. Objective: To perform an international comparison of the measurability of the delivery of these aims, in people with type 2 diabetes mellitus (T2DM) from large datasets. Method: We conducted a survey to assess healthcare outcomes data quality of existing databases and disseminated this through professional networks. We examined the data sources used to collect the data, frequency of data uploads, and data types used for identifying people with T2DM. We compared data completeness across the six areas of healthcare quality, using selected measures pertinent to T2DM management. Results: We received 14 responses from seven countries (Australia, Canada, Italy, the Netherlands, Norway, Portugal, Turkey and the UK). Most databases reported frequent data uploads and would be capable of near real time analysis of healthcare quality.The majority of recorded data related to safety (particularly medication adverse events) and treatment efficacy (glycaemic control and microvascular disease). Data potentially measuring equity was less well recorded. Recording levels were lowest for patient-centred care, timeliness of care, and system efficiency, with the majority of databases containing no data in these areas. Databases using primary care sources had higher data quality across all areas measured. Conclusion: Data quality could be improved particularly in the areas of patient-centred care, timeliness, and efficiency. Primary care derived datasets may be most suited to healthcare quality assessment.
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Affiliation(s)
- W. Hinton
- Clinical Informatics & Health Outcomes Research Group, Department of Clinical & Experimental Medicine, University of Surrey, Guildford, Surrey, UK
| | - H. Liyanage
- Clinical Informatics & Health Outcomes Research Group, Department of Clinical & Experimental Medicine, University of Surrey, Guildford, Surrey, UK
| | - A. McGovern
- Clinical Informatics & Health Outcomes Research Group, Department of Clinical & Experimental Medicine, University of Surrey, Guildford, Surrey, UK
| | - S.-T. Liaw
- School of Public Health & Community Medicine, UNSW Medicine, Australia
| | - C. Kuziemsky
- Telfer School of Management, University of Ottawa, Ottawa, Ontario, Canada
| | - N. Munro
- Clinical Informatics & Health Outcomes Research Group, Department of Clinical & Experimental Medicine, University of Surrey, Guildford, Surrey, UK
| | - S. de Lusignan
- Clinical Informatics & Health Outcomes Research Group, Department of Clinical & Experimental Medicine, University of Surrey, Guildford, Surrey, UK
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Wilkes-Gillan S, Munro N, Cordier R, Cantrill A, Pearce W. Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component. Am J Occup Ther 2017; 71:7104220030p1-7104220030p10. [PMID: 28691678 DOI: 10.5014/ajot.2017.019364] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVE The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. METHOD Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. RESULTS Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. CONCLUSION Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills.
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Affiliation(s)
- Sarah Wilkes-Gillan
- Sarah Wilkes-Gillan, PhD, is Lecturer in Occupational Therapy, Australian Catholic University, Sydney, New South Wales, Australia;
| | - Natalie Munro
- Natalie Munro, PhD, is Senior Lecturer in Speech Pathology, University of Sydney, Sydney, New South Wales, Australia
| | - Reinie Cordier
- Reinie Cordier, PhD, is Associate Professor in Occupational Therapy, Curtin University, Perth, Western Australia, Australia
| | - Alycia Cantrill
- Alycia Cantrill, BApSc(OT)Hons, is Occupational Therapist, Mater Dei Early Intervention Program, Mater Dei School and Services, Camden, New South Wales, Australia
| | - Wendy Pearce
- Wendy Pearce, PhD, is Associate Professor in Speech Pathology, Australian Catholic University, Sydney, New South Wales, Australia
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Parsons L, Cordier R, Munro N, Joosten A, Speyer R. A systematic review of pragmatic language interventions for children with autism spectrum disorder. PLoS One 2017; 12:e0172242. [PMID: 28426832 PMCID: PMC5398499 DOI: 10.1371/journal.pone.0172242] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2016] [Accepted: 02/01/2017] [Indexed: 11/19/2022] Open
Abstract
There is a need for evidence based interventions for children with autism spectrum disorder (ASD) to limit the life-long, psychosocial impact of pragmatic language impairments. This systematic review identified 22 studies reporting on 20 pragmatic language interventions for children with ASD aged 0-18 years. The characteristics of each study, components of the interventions, and the methodological quality of each study were reviewed. Meta-analysis was conducted to assess the effectiveness of 15 interventions. Results revealed some promising approaches, indicating that active inclusion of the child and parent in the intervention was a significant mediator of intervention effect. Participant age, therapy setting or modality were not significant mediators between the interventions and measures of pragmatic language. The long-term effects of these interventions and the generalisation of learning to new contexts is largely unknown. Implications for clinical practice and directions for future research are discussed.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
| | - Reinie Cordier
- School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
| | - Natalie Munro
- School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
- Faculty of Health Sciences, The University of Sydney, Sydney, New South Wales, Australia
| | - Annette Joosten
- School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
| | - Renée Speyer
- College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
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Hine JL, de Lusignan S, Burleigh D, Pathirannehelage S, McGovern A, Gatenby P, Jones S, Jiang D, Williams J, Elliot AJ, Smith GE, Brownrigg J, Hinchliffe R, Munro N. Association between glycaemic control and common infections in people with Type 2 diabetes: a cohort study. Diabet Med 2017; 34:551-557. [PMID: 27548909 DOI: 10.1111/dme.13205] [Citation(s) in RCA: 61] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/19/2016] [Indexed: 01/03/2023]
Abstract
AIM To investigate the impact of glycaemic control on infection incidence in people with Type 2 diabetes. METHODS We compared infection rates during 2014 in people with Type 2 diabetes and people without diabetes in a large primary care cohort in the UK (the Royal College of General Practitioners Research and Surveillance Centre database). We performed multilevel logistic regression to investigate the impact of Type 2 diabetes on presentation with infection, and the effect of glycaemic control on presentation with upper respiratory tract infections, bronchitis, influenza-like illness, pneumonia, intestinal infectious diseases, herpes simplex, skin and soft tissue infections, urinary tract infections, and genital and perineal infections. People with Type 2 diabetes were stratified by good [HbA1c < 53 mmol/mol (< 7%)], moderate [HbA1c 53-69 mmol/mol (7-8.5%)] and poor [HbA1c > 69 mmol/mol (> 8.5%)] glycaemic control using their most recent HbA1c concentration. Infection incidence was adjusted for important sociodemographic factors and patient comorbidities. RESULTS We identified 34 278 people with Type 2 diabetes and 613 052 people without diabetes for comparison. The incidence of infections was higher in people with Type 2 diabetes for all infections except herpes simplex. Worsening glycaemic control was associated with increased incidence of bronchitis, pneumonia, skin and soft tissue infections, urinary tract infections, and genital and perineal infections, but not with upper respiratory tract infections, influenza-like illness, intestinal infectious diseases or herpes simplex. CONCLUSIONS Almost all infections analysed were more common in people with Type 2 diabetes. Infections that are most commonly of bacterial, fungal or yeast origin were more frequent in people with worse glycaemic control.
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Affiliation(s)
- J L Hine
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - S de Lusignan
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - D Burleigh
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - S Pathirannehelage
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - A McGovern
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - P Gatenby
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
- Royal Surrey County Hospital, Guildford, Surrey, UK
| | - S Jones
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | - D Jiang
- Eli Lilly and Company, Lilly Corporate Center, Indianapolis, IN, USA
| | - J Williams
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
| | | | - G E Smith
- Public Health England, Birmingham, UK
| | - J Brownrigg
- St George's Vascular Institute, Division of Cardiovascular Sciences, St George's University of London, London, UK
| | - R Hinchliffe
- St George's Vascular Institute, Division of Cardiovascular Sciences, St George's University of London, London, UK
| | - N Munro
- Section of Clinical Medicine and Ageing, University of Surrey, Guildford
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McGovern AP, Fieldhouse H, Tippu Z, Jones S, Munro N, de Lusignan S. Glucose test provenance recording in UK primary care: was that fasted or random? Diabet Med 2017; 34:93-98. [PMID: 26773331 DOI: 10.1111/dme.13067] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/11/2016] [Indexed: 11/29/2022]
Abstract
AIMS To describe the proportion of glucose tests with unrecorded provenance in routine primary care data and identify the impact on clinical practice. METHODS A cross-sectional analysis was conducted of blood glucose measurements from the Royal College of General Practitioner Research and Surveillance Centre database, which includes primary care records from >100 practices across England and Wales. All blood glucose results recorded during 2013 were identified. Tests were grouped by provenance (fasting, oral glucose tolerance test, random, none specified and other). A clinical audit in a single primary care practice was also performed to identify the impact of failing to record glucose provenance on diabetes diagnosis. RESULTS A total of 2 137 098 people were included in the cross-sectional analysis. Of 203 350 recorded glucose measurements the majority (117 893; 58%) did not have any provenance information. The most commonly reported provenance was fasting glucose (75 044; 37%). The distribution of glucose values where provenance was not recorded was most similar to that of fasting samples. The glucose measurements of 256 people with diabetes in the audit practice (size 11 514 people) were analysed. The initial glucose measurement had no provenance information in 164 cases (64.1%). A clinician questioned the provenance of a result in 41 cases (16.0%); of these, 14 (34.1%) required repeating. Lack of provenance led to delays in the diagnosis of diabetes [median (range) 30 (3-614) days]. CONCLUSIONS The recording of glucose provenance in UK primary care could be improved. Failure to record provenance causes unnecessary repeated testing, delayed diagnosis and wasted clinician time.
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Affiliation(s)
- A P McGovern
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
| | - H Fieldhouse
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
| | - Z Tippu
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
| | - S Jones
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
| | - N Munro
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
| | - S de Lusignan
- Department of Clinical and Experimental Medicine, University of Surrey, Guildford
- Clinical Innovation and Research Centre, Royal College of General Practitioners, London, UK
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