Specific language impairment in French-speaking children: beyond grammatical morphology

PURPOSE

Studies on specific language impairment (SLI) in French have identified specific aspects of morphosyntax as particularly vulnerable. However, a cohesive picture of relative strengths and weaknesses characterizing SLI in French has not been established. In light of normative data showing low morphological error rates in the spontaneous language of French-speaking preschoolers, the relative prominence of such errors in SLI in young children was questioned.

METHOD

Spontaneous language samples were collected from 12 French-speaking preschool-age children with SLI, as well as 12 children with normal language development matched on age and 12 children with normal language development matched on mean length of utterance. Language samples were analyzed for length of utterance; lexical diversity and composition; diversity of grammatical morphology and morphological errors, including verb finiteness; subject omission; and object clitics.

RESULTS

Children with SLI scored lower than age-matched children on all of these measures but similarly to the mean length of utterance-matched controls. Errors in grammatical morphology were very infrequent in all groups, with no significant group differences.

CONCLUSION

The results indicate that the spontaneous language of French-speaking children with SLI in the preschool age range is characterized primarily by a generalized language impairment and that morphological deficits do not stand out as an area of particular vulnerability, in contrast with the pattern found in English for this age group.

SPICES: Disclosure Practices to Help Caregivers Digest a Diagnosis of Developmental Language Disorder

PURPOSE

Recent studies of the experiences of caregivers of children with language disorders have suggested that speech-language pathologists (SLPs) are not clearly and effectively providing caregivers with a comprehensible diagnostic term for their child's difficulties. Since the work of the CATALISE consortium, there has been a mounting consensus around the use of the term developmental language disorder (DLD) to identify primary, persistent language problems beginning in childhood. Thanks to the increasing unification of SLPs around the term DLD, the time is ripe to directly address clinical practices in delivering a diagnosis to caregivers in ways they can understand, retain, and use to build connection and drive advocacy efforts.

CONCLUSIONS

In this tutorial, the authors review the SPIKES model, used by physicians to structure diagnostic disclosure conversations. Drawing upon research examining caregiver experiences of receiving a range of developmental diagnoses, we have adapted the SPIKES model to meet the needs of SLPs and their clients. The authors present the SPICES model for planning and executing sensitive and effective disclosure of a DLD diagnosis.

Identifying Racial and Socioeconomic Biases in New Jersey Special Education Eligibility

PURPOSE

This study aimed to determine if eligibility for special education and related services (SERS) in New Jersey (NJ) is biased based on a child's racial/cultural background or socioeconomic status (SES).

METHOD

A Qualtrics survey was administered to NJ child study team personnel including speech-language pathologists, school psychologists, learning disabilities teacher-consultants, and school social workers. Participants were presented with four hypothetical case studies, which differed only in racial/cultural background or SES. Participants were asked to make SERS eligibility recommendations about each case study.

RESULTS

An aligned rank transform analysis of variance test found a significant effect of race on SERS eligibility decisions, F(2, 272) = 2.391, p = .093. Wilcoxon signed-ranks tests further yielded that Black children had significantly higher levels of SERS ineligibility at the high-SES (z = -2.648, p = .008) and mid-SES (z = -2.660, p = .008) levels compared to White children. When comparing SES levels within race using Wilcoxon signed-ranks tests, White low-SES children had significantly higher levels of ineligibility for SERS compared to White high-SES children (z = -2.008, p = .045). These results suggest that Black children from high/mid SES are treated comparably to White children from low SES; these groups are more likely to be found ineligible for SERS compared to peers.

CONCLUSIONS

Both race and SES play a role in SERS eligibility decisions in NJ. Students who are Black and/or from low-SES households are at risk for facing significant biases in schools that influence their educational placements.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.22185820.

Effect on analgesia duration and pain intensity of adding dexamethasone to lidocaine in digital nerve block in patients with finger trauma

Digital nerve block is one of the multimodal analgesia methods used in finger trauma cases. According to some studies, dexamethasone needs further investigation before being used routinely. We therefore investigated dexamethasone's effect on the parameters of digital nerve block. In this double-blind clinical study, 60 patients were allocated to two groups: lidocaine alone and lidocaine + dexamethasone. Groups were compared for pain intensity, analgesia duration and demographic characteristics. Patients in the intervention group received 3 cc 2% lidocaine + 1 cc (equivalent to 4 mg) dexamethasone and patients in the control group received 3 cc lidocaine 2% + 1 cc normal saline. The two groups were comparable for age and gender. In the lidocaine + dexamethasone group, postoperative pain severity was significantly lower and the pain-free period was longer (P < 0.05). Dexamethasone as an adjuvant in digital nerve block after trauma reduced the severity of postoperative pain and increased the pain-free period.

Superfluid Helium Drops Levitated in High Vacuum

We demonstrate the trapping of millimeter-scale superfluid helium drops in high vacuum. The drops are sufficiently isolated that they remain trapped indefinitely, cool by evaporation to 330 mK, and exhibit mechanical damping that is limited by internal processes. The drops are also shown to host optical whispering gallery modes. The approach described here combines the advantages of multiple techniques, and should offer access to new experimental regimes of cold chemistry, superfluid physics, and optomechanics.

Feeling Thrown for a Loop? The Effects of Inferencing on Spoken Language Idiom Comprehension in Autism

PURPOSE

The aim of this review is to illuminate the connection between inferential skills and spoken language idiom comprehension (SLIC) with a focus on autism. Idioms are frequently occurring figurative expressions, such as feeling blue, on cloud nine, and all tied up, that have literal and nonliteral meanings.

METHOD

In this review article, an overview of SLIC is provided, highlighting the importance of inferential skills and other pertinent factors and theories contributing to idiom acquisition in autistic children. The search criteria used included peer-reviewed journal articles from 1982 to 2021 to synthesize both seminal and current research on this topic. Though some articles selected for this review did not focus on idioms in spoken language, they were deemed necessary for analyzing various aspects impacting idiom development and comprehension.

RESULTS

Research shows that figurative language differences are a hallmark feature of autism, causing idioms to be interpreted literally. Occurring in everyday spoken and written language, idiom comprehension is essential for adequate communication in daily interactions. Poor inferential abilities directly impact SLIC and have negative implications on social and academic outcomes. Several factors contributing to SLIC have been highlighted in the literature, including transparency (semantic analyzability), familiarity, and context.

CONCLUSIONS

The comparable skills underpinning inferential comprehension and SLIC raise the argument that SLIC is incumbent upon intact inferential abilities. As such, autistic children will benefit from utilizing inference from context to deduce idiomatic meanings. Future directions for research and recommendations for improving SLIC in clinical practice are offered.

Social Determinants of Health: Implications for Voice Disorders and Their Treatment

PURPOSE

Adverse childhood experiences (ACEs) and related conditions, such as discrimination, are social determinants of health (SDOHs). Critical race theory (CRT) is a lens through which to understand SDOHs in a way that may impact our clinical care. When prolonged or chronic, SDOHs might cause toxic stress and trauma, which, in turn, adversely affect health and are shown to be relevant for some voice disorders. The goals of this tutorial are to (a) review the literature on SDOHs that potentially contribute to disparities; (b) discuss explanatory models and theories that describe how psychosocial factors influence health; (c) relate the foregoing information to voice disorders, highlighting functional voice disorders (FVDs) as a particular case in point; and (d) describe how trauma-informed care can improve patient outcomes and advance health equity for vulnerable populations.

CONCLUSIONS

This tutorial concludes with a call for heightened awareness of the role that SDOHs such as structural and individual discrimination may play in voice disorders, and a call for research into SDOHs, traumatic stress, and health disparities in this patient population. A call is also made for more universal practice of trauma-informed care in the clinical voice domain.