bluuebunny/crossref_metadata_2025_split huggingface dataset:
Differing Perspectives on What to Do With a Stuttering Preschooler and Why
Authors: Onslow Mark , Yaruss J. Scott 
Published: May 2007

Purpose
In order to produce a compact and readable review of clinical issues for clinicians, the authors developed a “1,000-bites” format in which they discuss a topic initiated by one of the authors.

Method
The format is designed to give the reader the feeling of contemporaneous observation of a conversation between 2 authors. To that end, the format guidelines are as follows: (a) alternating responses from the authors with no response greater than 100 words; (b) a maximum of 1,000 words per author; (c) when one author has used 1,000 words, the other can complete 1,000 words in a final response or opt to not issue a final response; (d) debate may be controversial and vigorous but must be collegial; and (e) a noncontemporaneous edit by an author to a response requires the agreement of the other author.

Conclusions
The “1,000-bites” format achieved a collegial exchange between 2 discussants with differing opinions by creating a single work of shared authorship by them. Arguably, this format is more informative to clinicians than independent essays and rebuttals in a sequence of letters to the editor. One of its advantages is that it provides insights into the issue at stake by means of short and contemporaneous segments of spontaneous interaction.
Clinician–Child Interactions: Adjustments in Linguistic Complexity
Authors: DeThorne Laura S. , Channell Ron W. 
Published: May 2007

Purpose
This pilot study examined the extent and nature of associations in the linguistic complexity used by child and clinician within conversational interactions.

Method
Correlation analyses focused on semantic and morphosyntactic language sample measures from an experienced speech-language clinician and 29 children with language impairment.

Results
Positive associations emerged between a variety of child and clinician measures, even when the effect of child age was removed. The most robust effect related to clinician adjustments in both morphosyntactic complexity and vocabulary diversity associated with differences in children’s developmental sentence scores.

Conclusions
Within a conversational exchange, the clinician in this study made significant adjustments in her linguistic complexity that were due, at least in part, to the linguistic complexity used by the children with whom she was interacting. Associations were similar to adjustments reported in prior studies of parent and teacher interactions with children with differing language abilities. However, the extent to which these findings generalize to other clinicians needs to be examined. Results from the present study challenge clinicians to dedicate conscious thought toward how their linguistic input should be structured, taking into consideration both the goal of the interaction and each child’s profile of linguistic strengths and weaknesses. Directions for future research are also provided.
African American English Dialect and Performance on Nonword Spelling and Phonemic Awareness Tasks
Authors: Kohler Candida T. , Bahr Ruth Huntley , Silliman Elaine R. , Bryant Judith Becker , Apel Kenn , Wilkinson Louise C. 
Published: May 2007

Purpose
To evaluate the role of dialect on phonemic awareness and nonword spelling tasks. These tasks were selected for their reliance on phonological and orthographic processing, which may be influenced by dialect use.

Method
Eighty typically developing African American children in Grades 1 and 3 were first screened for dialect use and then completed a standardized test of phonological processing and a nonword spelling measure. The influence of dialect was analyzed in both experimental tasks, followed by a qualitative analysis of dialect use in nonword spellings.

Results
Dialect density measures based solely on the use of African American English (AAE) phonological features explained few differences in phonological processing scores. In contrast, correlations indicated that children with higher dialect densities produced more nonword spelling errors influenced by AAE, an effect most evident in Grade 3. Qualitative analyses revealed AAE phonological features occurring in many of the misspelled nonwords.

Conclusion
After Grade 2, nonword spelling may be more sensitive to the effects of dialect variation than are phonemic awareness tasks. It is suggested that spelling may be a more sensitive clinical indicator of difficulties in integrating the phonological and orthographic information needed for fluent decoding skill.
Multimedia Hearing Handicap Inventory: Reliability and Clinical Utility
Authors: Holcomb Sara S. , Punch Jerry L. 
Published: May 2007

PurposeThis preliminary study evaluated the test–retest reliability, internal-consistency reliability, and listener reactions to the design and functional utility of the Multimedia Hearing Handicap Inventory (MHHI).MethodParticipants were 51 adults exhibiting hearing sensitivity ranging from normal hearing to severe hearing loss. Different test–retest sequences, using different combinations of the long and short programs of the MHHI, were administered to 3 experimental groups composed of 17 participants each. An exit interview was used to evaluate the MHHI’s clinical utility.ResultsResults revealed the MHHI to have high test–retest reliability and high internal-consistency reliability, and thus to have statistical properties similar to those of the original screening versions of the Hearing Handicap Inventories for Adults and for the Elderly. Participant feedback regarding the MHHI’s overall clinical utility, the informational content of its long program, and the Hearing Profile feature was highly positive.ConclusionsResults demonstrate the clinical potential of a multimedia approach in advancing the audiologic rehabilitation process.
Analysis of Responses to Individual Items on the Tinnitus Handicap Inventory According to Severity of Tinnitus Handicap
Authors: Handscomb Lucy 
Published: May 2007

Purpose
To investigate whether certain aspects of tinnitus tend to trouble people even when they are not severely affected by tinnitus in many ways.

Method
A total of 274 patients who had requested a tinnitus clinic appointment were divided into 4 categories depending on their Tinnitus Handicap Inventory scores: no handicap (0–16), mild handicap (18–36), moderate handicap (38–56), or severe handicap (58–100). Mean scores for each of the 25 items on the questionnaire were calculated and compared within each group and between the 4 groups.

Results
Two items concerning lack of control over tinnitus and inability to escape it had the highest mean score overall and in each category, and elicited positive responses from the majority of patients in all but the “no handicap” group. One item concerning the belief that tinnitus indicates a terrible disease was found to have the lowest mean score overall and in each category and elicited negative responses from the majority of patients in all but the “severe handicap” group.

Conclusions
These findings indicate that only those who are severely handicapped by tinnitus tend to regard it as a terrible disease, and that lack of control and inability to escape are common feelings among many people with tinnitus, from the most to the least severely handicapped.
Auditory Processing Disorder in Children Diagnosed With Nonverbal Learning Disability
Authors: Keller Warren D. , Tillery Kim L. , McFadden Sandra L. 
Published: May 2007

PurposeTo determine whether children with a nonverbal learning disability (NVLD) have a higher incidence of auditory processing disorder (APD), especially in the tolerance-fading memory type of APD, and what associations could be found between performance on neuropsychological, intellectual, memory, and academic measures and APD.MethodEighteen children with NVLD ranging in age from 6 to 18 years received a central auditory processing test battery to determine incidence and subtype of APD. Psychological measures for assessment of NVLD included the Wechsler Scales, Wide Range Assessment of Memory and Learning, and Wechsler Individual Achievement Test. Neuropsychological measures included the Category Test, Trails A and B, the Tactual Performance Test, Grooved Pegs, and the Speech Sounds Perception Test. Neuropsychological test scores of the NVLD+APD and NVLD groups were compared using analysis of covariance procedures, with Verbal IQ and Performance IQ as covariates.ResultsSixty-one percent of the children were diagnosed with APD, primarily in the tolerance-fading memory subtype. The group of children with APD and NVLD had significantly lower scores on Verbal IQ, Digit Span, Sentence Memory, Block Design, and Speech Sounds Perception than children without APD. An ancillary finding was that the incidence of attention deficit/hyperactivity disorder was significantly higher in children with NVLD (with and without APD) than in the general population.ConclusionThe results indicate that children with NVLD are at risk for APD and that there are several indicators on neuropsychological assessment suggestive of APD. Collaborative, interdisciplinary evaluation of children with learning disorders is needed in order to provide effective therapeutic interventions.
Speech Recognition in Noise in Children With Cochlear Implants While Listening in Bilateral, Bimodal, and FM-System Arrangements
Authors: Schafer Erin C. , Thibodeau Linda M. 
Published: May 2007

Purpose
Speech recognition performance in noise was examined in children with cochlear implants (CIs) when using (a) a second CI (bilateral group), (b) a hearing aid (HA) on the nonimplant ear (bimodal group), and (c) a frequency modulation (FM) system on 1 or both sides.

Method
While always maintaining use of the first CI, 2 groups participated in 6 conditions each using various listening arrangements with the second CI, HA, or FM system. Speech-in-noise thresholds were determined using simple phrases, classroom noise, and a method-of-limits approach.

Results
No group differences were detected across any conditions. In the no-FM-system conditions, no significant benefit of bilateral or bimodal input was found relative to a single CI. In the FM-system conditions, thresholds were significantly lower (up to 20 dB) relative to all other conditions when FM-system input was provided to the first-implanted side or to both sides simultaneously.

Conclusions
Children’s speech-in-noise thresholds did not improve when providing input to the second side with a CI or an HA relative to a single CI. However, children with CIs had better speech recognition in noise with the use of an FM system on one or both sides relative to the conditions with no FM system. Binaural conditions with a single FM receiver on the second CI or HA yielded significantly poorer performance than any other FM condition.
Recognition of Simulated Telephone Speech by Cochlear Implant Users
Authors: Fu Qian-Jie , Galvin John J. 
Published: May 2007

Purpose
To evaluate cochlear implant users’ understanding of telephone speech.

Method
Telephone speech was simulated by band-limiting broadband speech stimuli. Multitalker vowel, consonant, and sentence recognition was measured for both simulated telephone speech and broadband speech in 10 postlingually deafened adult cochlear implant users. The study was approved by the St. Vincent’s Hospital institutional review board, and signed, informed consent was obtained from all participants.

Results
There was no significant difference in vowel recognition scores between broadband and telephone speech. However, mean consonant and sentence recognition scores were significantly poorer with telephone speech.

Conclusions
The limited telephone bandwidth significantly reduced cochlear implant users’ understanding of telephone speech. The effect of band-limited speech was highly variable, suggesting that the contribution of high-frequency information to speech recognition varied significantly among the cochlear implant users.
Speech, Prosody, and Voice Characteristics of a Mother and Daughter With a 7;13 Translocation AffectingFOXP2
Authors: Shriberg Lawrence D. , Ballard Kirrie J. , Tomblin J. Bruce , Duffy Joseph R. , Odell Katharine H. , Williams Charles A. 
Published: May 2007

PurposeThe primary goal of this case study was to describe the speech, prosody, and voice characteristics of a mother and daughter with a breakpoint in a balanced 7;13 chromosomal translocation that disrupted the transcription gene,FOXP2(cf. J. B. Tomblin et al., 2005). As with affected members of the widely cited KE family, whose communicative disorders have been associated with a point mutation in theFOXP2gene, both mother and daughter had cognitive, language, and speech challenges. A 2nd goal of the study was to illustrate in detail, the types of speech, prosody, and voice metrics that can contribute to phenotype sharpening in speech-genetics research.MethodA speech, prosody, and voice assessment protocol was administered twice within a 4-month period. Analyses were aided by comparing profiles from the present speakers (theTBfamily) with those from 2 groups of adult speakers: 7 speakers with acquired (with one exception) spastic or spastic-flaccid dysarthria and 14 speakers with acquired apraxia of speech.ResultsThe descriptive and inferential statistical findings for 13 speech, prosody, and voice variable supported the conclusion that both mother and daughter had spastic dysarthria, an apraxia of speech, and residual developmental distortion errors.ConclusionThese findings are consistent with, but also extend, the reported communicative disorders in affected members of the KE family. A companion article (K. J. Ballard, L. D. Shriberg, J. R. Duffy, & J. B. Tomblin, 2006) reports information from the orofacial and speech motor control measures administered to the same family; reports on neuropsychological and neuroimaging findings are in preparation.
Early Effects of Responsivity Education/Prelinguistic Milieu Teaching for Children With Developmental Delays and Their Parents
Authors: Fey Marc E. , Warren Steven F. , Brady Nancy , Finestack Lizbeth H. , Bredin-Oja Shelley L. , Fairchild Martha , Sokol Shari , Yoder Paul J. 
Published: May 2007

Purpose
To evaluate the efficacy of a 6-month course of responsivity education/prelinguistic milieu teaching (RE/PMT) for children with developmental delay and RE/PMT’s effects on parenting stress in a randomized clinical trial.

Method
Fifty-one children, age 24–33 months, with no more than 10 expressive words or signs, were randomly assigned to treatment/no-treatment groups. Thirteen children in each group had a diagnosis of Down syndrome.

Results

In 1 of 2 multivariate comparisons, the RE/PMT group exhibited superior gains in communication compared with the no-treatment group. The treatment effect for overall use of intentional communication acts in the child–examiner context was significant (
d
= .68, 95% confidence interval = 0.12–1.24). There were no effects on child outcomes due to presence or absence of Down syndrome. RE/PMT led to modest increases in recoding of child acts by parents of children who did not have Down syndrome. There were no effects on parenting stress associated with the intervention or the presence or absence of Down syndrome.

Conclusions
RE/PMT may be applied clinically with the expectation of medium-size effects on the child’s rate of intentional communication acts after 6 months of intervention. The approach warrants further investigation with modifications, such as delivery at higher intensity levels.
Action Naming in Spanish and English by Sequential Bilingual Children and Adolescents
Authors: Jia Gisela , Kohnert Kathryn , Collado Julissa , Aquino-Garcia Francia 
Published: May 2007

Purpose
Verb processing in early sequential Spanish–English bilinguals was investigated. Primary study goals were to identify potential patterns of development in relative levels of verb processing efficiency in a 1st (L1) and 2nd (L2) language and to investigate factors influencing cognitive control of the dual-language system in developing bilinguals.

Method
Four age groups of early sequential Spanish–English bilinguals (5–7 years, 8–10 years, 11–13 years, and 14–16 years of age) named action pictures in single-language (Spanish or English) and mixed-language (alternating Spanish and English) conditions. Dependent variables were accuracy and response time (RT).

Results
Action-naming proficiency improved in both L1 and L2 with age, with a shift from L1 to L2 dominance in accuracy. In comparison with the single-language condition, the mixed-language condition engendered slower RT for all age groups and lower accuracy for the 3 younger age groups. The oldest age group did not show accuracy difference between the conditions.

Conclusions
These general patterns of verb processing across age, language, and processing conditions replicated and enriched previous findings of noun processing in similar populations (K. J. Kohnert, E. Bates, & A. E. Hernandez, 1999). However, verb processing was considerably slower and less accurate than noun processing. Theoretical and applied implications of these findings are discussed.
A Randomized Comparison of the Effect of Two Prelinguistic Communication Interventions on the Acquisition of Spoken Communication in Preschoolers With ASD
Authors: Yoder Paul , Stone Wendy L. 
Published: May 2007

Purpose
This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) on spoken communication in 36 preschoolers with autism spectrum disorders (ASD).

Method
Each treatment was delivered to children for a maximum total of 24 hr over a 6-month period. Spoken communication was assessed in a rigorous test of generalization at pretreatment, posttreatment, and 6-month follow-up periods.

Results
PECS was more successful than RPMT in increasing the number of nonimitative spoken communication acts and the number of different nonimitative words used at the posttreatment period. Considering growth over all 3 measurement periods, an exploratory analysis showed that growth rate of the number of different nonimitative words was faster in the PECS group than in the RPMT group for children who began treatment with relatively high object exploration. In contrast, analogous slopes were steeper in the RPMT group than in the PECS group for children who began treatment with relatively low object exploration.
Effect of Semantic Naming Treatment on Crosslinguistic Generalization in Bilingual Aphasia
Authors: Edmonds Lisa A. , Kiran Swathi 
Published: May 2007

PurposeThe effect of semantic naming treatment on crosslinguistic generalization was investigated in 3 participants with English–Spanish bilingual aphasia.MethodA single-subject experimental designed was used. Participants received semantic treatment to improve naming of English or Spanish items, while generalization was tested to untrained semantically related items in the trained language and translations of the trained and untrained items in the untrained language.ResultsResults demonstrated a within- and across-languages effect on generalization related to premorbid language proficiencies. Participant 1 (P1; equal premorbid proficiency across languages) showed within-language generalization in the trained language (Spanish) as well as crosslinguistic generalization to the untrained language (English). Participant 2 (P2) and Participant (P3) were more proficient premorbidly in English. With treatment in English, P2 showed within-language generalization to semantically related items, but no crosslinguistic generalization. With treatment in Spanish, both P2 and P3 exhibited no within-language generalization, but crosslinguistic generalization to English (dominant language) occurred. Error analyses indicated an evolution of errors as a consequence of treatment.ConclusionsThese results are preliminary because all participants were not treated in both languages. However, the results suggest that training the less dominant language may be more beneficial in facilitating crosslinguistic generalization than training the more proficient language in an unbalanced bilingual individual.
African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation
Authors: Connor Carol McDonald , Craig Holly K. 
Published: May 2007

PurposeThis study examined the relation between African American preschoolers' use of African American English (AAE) and their language and emergent literacy skills in an effort to better understand the perplexing and persistent difficulties many African American children experience learning to read proficiently.MethodAfrican American preschoolers' (n= 63) vocabulary skills were assessed in the fall and their language and emergent literacy skills were assessed in the spring. The relation between students' AAE use and their vocabulary and emergent literacy skills was examined using hierarchical linear modeling (HLM), controlling for fall vocabulary and other child, family, and school variables. Children’s use of AAE was examined across two contexts—sentence imitation and oral narrative using a wordless storybook prompt.ResultsThere was a significant U-shaped relation between the frequency with which preschoolers used AAE features and their language and emergent literacy skills. Students who used AAE features with greater or lesser frequency demonstrated stronger sentence imitation, letter–word recognition, and phonological awareness skills than did preschoolers who used AAE features with moderate frequency, controlling for fall vocabulary skills. Fewer preschoolers used AAE features during the sentence imitation task with explicit expectations for Standard American English (SAE) or School English than they did during an oral narrative elicitation task with implicit expectations for SAE.ConclusionsThe nonlinear relation between AAE use and language and emergent literacy skills, coupled with systematic differences in AAE use across contexts, indicates that some preschoolers may be dialect switching between AAE and SAE, suggesting emerging pragmatic/metalinguistic awareness.
Mean Length of Utterance in Children With Specific Language Impairment and in Younger Control Children Shows Concurrent Validity and Stable and Parallel Growth Trajectories
Authors: Rice Mabel L. , Redmond Sean M. , Hoffman Lesa 
Published: May 2007

Purpose
Although mean length of utterance (MLU) is a useful benchmark in studies of children with specific language impairment (SLI), some empirical and interpretive issues are unresolved. The authors report on 2 studies examining, respectively, the concurrent validity and temporal stability of MLU equivalency between children with SLI and typically developing children.

Method
Study 1 used 124 archival conversational samples consisting of 39 children with SLI (age 5;0 [years;months]), 40 MLU-equivalent typically developing children (age 3;0), and 45 age-equivalent controls. Concurrent validity of MLU matches was examined by considering the correspondence between MLU and developmental sentence scoring (DSS), index of productive syntax (IPSyn), and MLU in words. Study 2 used 205 archival conversational samples, representing 5 years of longitudinal data collected on 20 children with SLI (from age 5;0) and 18 MLU matches (from age 3;0). Evaluation of growth dimensions within and across groups was carried out via growth-curve modeling.

Results
In Study 1, high levels of correlation among the MLU, DSS, and IPSyn measures were observed. Differences between groups were not significant. In Study 2, temporal stability of MLU matches was robust over a 5 year period.

Conclusions
MLU appears to be a reliable and valid index of general language development and an appropriate grouping variable from age 3 to 10. The developmental stability of MLU matches is indicative of shared underlying growth mechanisms.