bluuebunny/crossref_metadata_2025_split huggingface dataset:
Variability in Classroom Social Communication: Performance of Children With Fetal Alcohol Spectrum Disorders and Typically Developing Peers
Authors: Kjellmer Liselotte , Olswang Lesley B. 
Published: December 2012

Purpose
In this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers.

Method
Twelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a 2-week period. Coders documented classroom social communication during situations of Cooperation and following School Rules by recording performance on handheld computers using the Social Communication Coding System (SCCS). The SCCS consists of 6 behavioral dimensions (prosocial/engaged, passive/disengaged, irrelevant, hostile/coercive, assertive, and adult seeking). The frequency of occurrence and duration of each dimension were recorded. These measures were then used to examine variability in performance within and across days (changeability and stability, respectively).

Results
Independent of classroom situation, children with FASD were more variable than their typically developing peers in terms of changing behavioral dimensions more often (changeability) and varying their behavior more from day to day (stability).

Conclusions
Documenting performance variability may provide a clearer understanding of the classroom social communication difficulties of the child with mild FASD.
Enduring Advantages of Early Cochlear Implantation for Spoken Language Development
Authors: Geers Ann E. , Nicholas Johanna G. 
Published: December 2012

Purpose
In this article, the authors sought to determine whether the precise age of implantation (AOI) remains an important predictor of spoken language outcomes in later childhood for those who received a cochlear implant (CI) between 12 and 38 months of age. Relative advantages of receiving a bilateral CI after age 4.5 years, better pre-CI-aided hearing, and longer CI experience were also examined.

Method
Sixty children participated in a prospective longitudinal study of outcomes at 4.5 and 10.5 years of age. Twenty-nine children received a sequential second CI. Test scores were compared with normative samples of hearing age mates, and predictors of outcomes were identified.

Results
Standard scores on language tests at 10.5 years of age remained significantly correlated with age of first cochlear implantation. Scores were not associated with receipt of a second, sequentially acquired CI. Significantly higher scores were achieved for vocabulary as compared with overall language, a finding not evident when the children were tested at younger ages.

Conclusion
Age-appropriate spoken language skills continued to be more likely with younger AOI, even after an average of 8.6 years of additional CI use. Receipt of a second implant between ages 4 and 10 years and longer duration of device use did not provide significant added benefit.
Profiles of Verbal Working Memory Growth Predict Speech and Language Development in Children With Cochlear Implants
Authors: Kronenberger William G. , Pisoni David B. , Harris Michael S. , Hoen Helena M. , Xu Huiping , Miyamoto Richard T. 
Published: December 2012

Purpose
Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of development of verbal STM/WM and speech-language skills. In this study, the authors investigated relations between profiles of verbal STM/WM development and speech-language development over time.

Method
Profiles of verbal STM/WM development were identified through the use of group-based trajectory analysis of repeated digit span measures over at least a 2-year time period in a sample of 66 children (ages 6–16 years) with CIs. Subjects also completed repeated assessments of speech and language skills during the same time period.

Results
Clusters representing different patterns of development of verbal STM (digit span forward scores) were related to the growth rate of vocabulary and language comprehension skills over time. Clusters representing different patterns of development of verbal WM (digit span backward scores) were related to the growth rate of vocabulary and spoken word recognition skills over time.

Conclusion
Different patterns of development of verbal STM/WM capacity predict the dynamic process of development of speech and language skills in this clinical population.
The Effects of Behavioral Speech Therapy on Speech Sound Production With Adults Who Have Cochlear Implants
Authors: Pomaville Frances M. , Kladopoulos Chris N. 
Published: December 2012

Purpose
In this study, the authors examined the treatment efficacy of a behavioral speech therapy protocol for adult cochlear implant recipients.

Method
The authors used a multiple-baseline, across-behaviors and -participants design to examine the effectiveness of a therapy program based on behavioral principles and methods to improve the production of target speech sounds in 3 adults with cochlear implants. The authors included probe items in a baseline protocol to assess generalization of target speech sounds to untrained exemplars. Pretest and posttest scores from the Arizona Articulation Proficiency Scale, Third Revision (Arizona–3; Fudala, 2000) and measurement of speech errors during spontaneous speech were compared, providing additional measures of target behavior generalization.

Results
The results of this study provided preliminary evidence supporting the overall effectiveness and efficiency of a behavioral speech therapy program in increasing percent correct speech sound production in adult cochlear implant recipients. The generalization of newly trained speech skills to untrained words and to spontaneous speech was demonstrated.

Conclusion
These preliminary findings support the application of behavioral speech therapy techniques for training speech sound production in adults with cochlear implants. Implications for future research and the development of aural rehabilitation programs for adult cochlear implant recipients are discussed.
Poorer Phonetic Perceivers Show Greater Benefit in Phonetic-Phonological Speech Learning
Authors: Ingvalson Erin M. , Barr Allison M. , Wong Patrick C. M. 
Published: December 2012

Purpose
Previous research has demonstrated that native English speakers can learn lexical tones in word context (pitch-to-word learning), to an extent. However, learning success depends on learners' pre-training sensitivity to pitch patterns. The aim of this study was to determine whether lexical pitch-pattern training given before lexical training could improve learning and whether or not the extent of improvement depends on pre-training pitch-pattern sensitivity.

Method
Learners with high and low pitch-pattern sensitivity were given training on lexical pitch patterns before lexical training.

Results
It was found that such training resulted in better learning than lexical training alone, primarily in learners with low pre-training pitch-pattern sensitivity.

Conclusion
These data support the importance of considering individual aptitudes when developing training and also the notion of phonetic–phonological–lexical continuity in word learning.
Behavioral Stuttering Interventions for Children and Adolescents: A Systematic Review and Meta-Analysis
Authors: Nye Chad , Vanryckeghem Martine , Schwartz Jamie B. , Herder Carl , Turner Herbert M. , Howard Courtney 
Published: December 2012

Purpose
To evaluate the effectiveness of behavioral interventions designed to treat stuttering in children.

Method
Studies were included for review if (a) the treatment was a behavioral intervention, (b) participants were between 2 and 18 years old, (c) the design was an experimental or quasi-experimental group design, and (d) the reported outcome measure assessed stuttering.
An electronic search of 8 databases yielded a total of 9 studies, representing 327 treated participants across 7 different intervention types. Data were extracted for participant, treatment, and outcome characteristics as well as for methodological quality.

Results

An analysis of the treatment effects yielded significant positive effects approaching 1
SD
when compared with a nontreatment control group. No significant differences emerged for studies comparing 2 different treatments.

Conclusion
Conclusions drawn from the extant research suggest that data to support the efficacy of behavioral intervention in children exists for a limited number of intervention strategies, based on a meager number of methodologically acceptable studies.
Speechreading Development in Deaf and Hearing Children: Introducing the Test of Child Speechreading
Authors: Kyle Fiona E. , Campbell Ruth , Mohammed Tara , Coleman Mike , MacSweeney Mairéad 
Published: December 2012

Purpose
In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at 3 psycholinguistic levels: (a) Words, (b) Sentences, and (c) Short Stories. The aims of the study were to standardize the ToCS with deaf and hearing children and to investigate the effects of hearing status, age, and linguistic complexity on speechreading ability.

Method
Eighty-six severely and profoundly deaf children and 91 hearing children participated. All children were between the ages of 5 and 14 years. The deaf children were from a range of language and communication backgrounds, and their preferred mode of communication varied.

Results
Speechreading skills significantly improved with age for both groups of children. There was no effect of hearing status on speechreading ability, and children from both groups showed similar performance across all subtests of the ToCS.

Conclusion
The ToCS is a valid and reliable assessment of speechreading ability in school-age children that can be used to measure individual differences in performance in speechreading ability.
Prosodic Structure Shapes the Temporal Realization of Intonation and Manual Gesture Movements
Authors: Esteve-Gibert Núria , Prieto Pilar 
Published: December 2012

Purpose
Previous work on the temporal coordination between gesture and speech found that the prominence in gesture coordinates with speech prominence. In this study, the authors investigated the anchoring regions in speech and pointing gesture that align with each other. The authors hypothesized that (a) in contrastive focus conditions, the gesture apex is anchored in the intonation peak and (b) the upcoming prosodic boundary influences the timing of gesture and intonation movements.

Method
Fifteen Catalan speakers pointed at a screen while pronouncing a target word with different metrical patterns in a contrastive focus condition and followed by a phrase boundary. A total of 702 co-speech deictic gestures were acoustically and gesturally analyzed.

Results
Intonation peaks and gesture apexes showed parallel behavior with respect to their position within the accented syllable: They occurred at the end of the accented syllable in non–phrase-final position, whereas they occurred well before the end of the accented syllable in phrase-final position. Crucially, the position of intonation peaks and gesture apexes was correlated and was bound by prosodic structure.

Conclusions
The results refine the phonological synchronization rule (McNeill, 1992), showing that gesture apexes are anchored in intonation peaks and that gesture and prosodic movements are bound by prosodic phrasing.
Discriminating Children With Language Impairment Among English-Language Learners From Diverse First-Language Backgrounds
Authors: Paradis Johanne , Schneider Phyllis , Duncan Tamara Sorenson 
Published: December 2012

Purpose
In this study, the authors sought to determine whether a combination of English-language measures and a parent questionnaire on first-language development could adequately discriminate between English-language learners (ELLs) with and without language impairment (LI) when children had diverse first-language backgrounds.

Method

Participants were 152 typically developing (TD) children and 26 children with LI; groups were matched for age (
M
=5;10 [years;months]) and exposure to English (
M
=21 months). Children were given English standardized tests of nonword repetition, tense morphology, narrative story grammar, and receptive vocabulary. Parents were given a questionnaire on children's first-language development.

Results
ELLs with LI had significantly lower scores than the TD ELLs on the first-language questionnaire and all the English-language measures except for vocabulary. Linear discriminant function analyses showed that good discrimination between the TD and LI groups could be achieved with all measures, except vocabulary, combined. The strongest discriminator was the questionnaire, followed by nonword repetition and tense morphology.

Conclusion
Discrimination of children with LI among a diverse group of ELLs might be possible when using a combination of measures. Children with LI exhibit deficits in similar linguistic/cognitive domains regardless of whether English is their first or second language.
Effects of a Naturalistic Sign Intervention on Expressive Language of Toddlers With Down Syndrome
Authors: Wright Courtney A. , Kaiser Ann P. , Reikowsky Dawn I. , Roberts Megan Y. 
Published: December 2012

Purpose
In this study, the authors evaluated the effects of Enhanced Milieu Teaching (EMT; Hancock & Kaiser, 2006) blended with Joint Attention, Symbolic Play, and Emotional Regulation (JASPER; Kasari, Freeman, & Paparella, 2006) to teach spoken words and manual signs (Words + Signs) to young children with Down syndrome (DS).

Method
Four toddlers (ages 23–29 months) with DS were enrolled in a study with a multiple-baseline, across-participants design. Following baseline, 20 play-based treatment sessions (20–30 min each) occurred twice weekly. Spoken words and manual signs were modeled and prompted by a therapist who used EMT/JASPER teaching strategies. The authors assessed generalization to interactions with parents at home.

Results
There was a functional relation between the therapist's implementation of EMT/JASPER Words + Signs and all 4 children's use of signs during the intervention. Gradual increases in children's use of spoken words occurred, but there was not a clear functional relation. All children generalized their use of signs to their parents at home.

Conclusions
The infusion of manual signs with verbal models within a framework of play, joint attention, and naturalistic language teaching appears to facilitate development of expressive sign and word communication in young children with DS.
Is More Better? Milieu Communication Teaching in Toddlers With Intellectual Disabilities
Authors: Fey Marc E. , Yoder Paul J. , Warren Steven F. , Bredin-Oja Shelley L. 
Published: December 2012

Purpose
The authors sought to determine whether a program of 5 weekly doses of milieu communication teaching (MCT) would yield improvements in children's communication and word use compared with a once-weekly delivery of the same treatment.

Method
Sixty-four children with intellectual and communication delay were randomly assigned to receive 60-min sessions of MCT either 1 time or 5 times per week over a 9-month treatment. Growth curves were fit to data collected at 5 points before, during, and after the MCT was delivered.

Results

With groups collapsed, significant growth across the experimental period was observed on all measures, but this was not associated unconditionally with treatment intensity. Children who played with 9 or more objects during a standard play assessment, an empirically identified cut-point, benefited more from the high- than from the low-intensity treatment on lexical measures (Hedges's
g
range = .49 to .65).

Conclusions
More MCT is not always better for all children. Clinicians can expect that increasing the frequency of MCT sessions will yield moderate enhancement of outcomes if the child has high interest in objects.
Listening Effort With Cochlear Implant Simulations
Authors: Pals Carina , Sarampalis Anastasios , Başkent Deniz 
Published: December 2012

Purpose
Fitting a cochlear implant (CI) for optimal speech perception does not necessarily optimize listening effort. This study aimed to show that listening effort may change between CI processing conditions for which speech intelligibility remains constant.

Method
Nineteen normal-hearing participants listened to CI simulations with varying numbers of spectral channels. A dual-task paradigm combining an intelligibility task with either a linguistic or nonlinguistic visual response-time (RT) task measured intelligibility and listening effort. The simultaneously performed tasks compete for limited cognitive resources; changes in effort associated with the intelligibility task are reflected in changes in RT on the visual task. A separate self-report scale provided a subjective measure of listening effort.

Results
All measures showed significant improvements with increasing spectral resolution up to 6 channels. However, only the RT measure of listening effort continued improving up to 8 channels. The effects were stronger for RTs recorded during listening than for RTs recorded between listening.

Conclusion
The results suggest that listening effort decreases with increased spectral resolution. Moreover, these improvements are best reflected in objective measures of listening effort, such as RTs on a secondary task, rather than intelligibility scores or subjective effort measures.
The Development of Language-Specific and Language-Independent Talker Processing
Authors: Levi Susannah V. , Schwartz Richard G. 
Published: December 2012

Purpose
In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language.

Method
Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers.

Results
In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children.

Conclusion
These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.
Linguistic Constraints on Children's Overt Marking of
BE
by Dialect and Age
Authors: Roy Joseph , Oetting Janna B. , Moland Christy Wynn 
Published: December 2012

Purpose

Overt marking of
BE
in nonmainstream adult dialects of English is influenced by a number of linguistic constraints, including the structure's person, number, tense, contractibility, and grammatical function. In the current study, the authors examined the effects of these constraints on overt marking of
BE
in children as a function of their nonmainstream English dialect and age.

Method
The data were language samples from 62 children, ages 4–6 years; 24 children spoke African American English (AAE), and 38 spoke Southern White English (SWE). Analyses included analysis of variance and logistic regression.

Results

Rates of overt marking varied by the children's dialect but not their age. Although the person, number, tense, and grammatical function of
BE
influenced the children's rates of marking, the nature and magnitude of the influence differed by the children's dialect. For AAE-speaking children, contractibility also influenced their marking of
BE
.

Conclusions

Consistent with the adult literature, the current study showed that AAE- and SWE-speaking children marked
BE
in ways that differed from each other and from what has been documented for child speakers of Mainstream American English. These findings show stability in the use of
BE
in AAE and SWE that spans different generations and different dialect communities.
The Effect of Homonymy on Learning Correctly Articulated Versus Misarticulated Words
Authors: Storkel Holly L. , Maekawa Junko , Aschenbrenner Andrew J. 
Published: December 2012

Purpose

The goal of the current study was to examine the effect of
homonymy
(learning a second meaning for a known word form vs. learning a novel meaning and novel word form) and
articulation accuracy
(IN vs. OUT sounds) on word learning by preschool children. An added goal was to determine whether word frequency altered the effect of homonymy on word learning.

Method
Twenty-nine 3- to 4-year-old children were taught homonyms and novel words. Stimuli further varied in whether homonymy was present in both the adult input and the child's output (as for IN sounds) versus present only in the child's output (as for OUT sounds).

Results
For IN sounds, children learned homonyms more rapidly than novel words. Moreover, the homonym advantage was modulated by word frequency, such that children learned a new meaning for a high-frequency word more accurately than they learned a new meaning for a low-frequency word. In contrast, for OUT sounds, there was no evidence that homonymy influenced learning.

Conclusions
Homonymy in the adult input facilitates word learning by preschool children, whereas homonymy in the child's output alone does not. This effect is captured in a usage-based model of phonology and the lexicon.

Supplemental Material

https://doi.org/10.23641/asha.6170396
Effects of Prior Phonotactic Knowledge on Infant Word Segmentation: The Case of Nonadjacent Dependencies
Authors: Gonzalez-Gomez Nayeli , Nazzi Thierry 
Published: December 2012

Purpose
In this study, the authors explored whether French-learning infants use nonadjacent phonotactic regularities in their native language, which they learn between the ages of 7 and 10 months, to segment words from fluent speech.

Method
Two groups of 20 French-learning infants were tested using the head-turn preference procedure at 10 and 13 months of age. In Experiment 1, infants were familiarized with 2 passages: 1 containing a target word with a frequent nonadjacent phonotactic structure and the other containing a target word with an infrequent nonadjacent phonotactic structure in French. During the test phase, infants were presented with 4 word lists: 2 containing the target words presented during familiarization and 2 other control words with the same phonotactic structure. In Experiment 2, the authors retested infants' ability to segment words with the infrequent phonotactic structure.

Results
Ten- and 13-month-olds were able to segment words with the frequent phonotactic structure, but it is only by 13 months, and only under the circumstances of Experiment 2, that infants could segment words with the infrequent phonotactic structure.

Conclusion
These results provide new evidence showing that infant word segmentation is influenced by prior nonadjacent phonotactic knowledge.