Search

Past research highlights the importance of evaluating word learning abilities to build understanding of an individual's language-learning capacity and make evidence-informed decisions in speech-language pathology practice. However, little research has explored vocabulary and word learning assessment practices among speech-language pathologists (SLPs). This pilot, exploratory study aimed to explore current assessment practices and guide translation of research to practice among SLPs who work with children of all ages. SLPs (N = 127) from three predominantly English-speaking countries (Australia, USA, and UK) completed an online survey. The survey explored methods and purposes for assessing vocabulary knowledge and word learning skills via binary and multiple-choice questions. Responses to three open-ended questions were analysed using conventional content analysis. The survey also asked about perspectives regarding assessment practices with individuals from culturally and linguistically diverse (CALD) backgrounds. Of the surveyed SLPs, 118 (92%) reported using norm-referenced measures of vocabulary, with 27 reporting additional use of non-normed measures. Seventy-seven SLPs (61%) reported that they measure word learning skills, and 20 of these SLPs used dynamic assessment procedures to evaluate word learning. Responding SLPs across all three countries reported using vocabulary and word learning assessment data in a variety of ways (e.g. to support diagnostic decision-making). Regarding the use of standardised, norm-referenced vocabulary assessments with individuals from CALD backgrounds, SLPs reported concerns regarding poor cultural sensitivity and limited access to alternative methods. The findings highlight the need for further development and dissemination of accessible resources to support SLPs' implementation of word learning assessment, including resources for dynamic assessment. This is especially critical considering the established limitations associated with using standardised, norm-referenced tests with minority groups who are underrepresented in standardisation samples. [ABSTRACT FROM AUTHOR]

Guidelines recommend routine discourse assessment and treatment in paediatric acquired brain injury (ABI) but provide little guidance for clinical practice. The degree to which this has influenced the nature of discourse assessment and treatment in clinical practice has not been examined in detail. Speech-language pathologists working in paediatric ABI (clients aged <18 years) in Australia, New Zealand, the UK, the USA, Canada, and the Asia Pacific region were invited to complete a survey of discourse assessment and intervention practices (n = 77). Clinicians from Australia and New Zealand comprised over half of a responses (53%). The largest proportion had over 10 years' experience (60%), worked in the metropolitan area (58%), and with secondary school-age children (64%). Routine discourse assessment was undertaken by 80% of respondents, focussing on a limited range of genres. No preferred intervention approach was identified. One-quarter of clinicians routinely considered holistic factors during clinical decision-making. Limited normative data and treatment evidence, insufficient time and training were identified as clinical barriers. Assessment practices were consistent with guidelines, yet interventions were highly variable, reflecting limited evidence, client heterogeneity, time constraints, and limited training. A biopsychosocial approach to practice was evident, yet a focus on impairment level factors was prominent. Findings support the need for standardised discourse assessment and discourse intervention methods. Translation into practice guidelines would promote consistency and confidence in clinical practice. [ABSTRACT FROM AUTHOR]

Purpose: Papua New Guinea (PNG) has extreme linguistic diversity reflected in its three national languages and sociolinguistic diversity comprising over 380 vernaculars or Tokples, English and the lingua francas, which include Tok Pisin (TP). This first clinical cross-sectional study of consonant acquisition in TP-speaking children sought to identify universal features and the impact of age on phonological development. Method: A local picture naming task was developed and used to elicit a speech sample from 80 children (aged 3;0–6;11). Phonetic and phonemic inventories and developmental phonological processes were analysed across the sample and also in 12-month age groups. Result: Statistically significant differences were found between the Percentage Consonants Correct (PCC) of the 3YO and other age groups. Mean PCC increased with age, but high variation within age groups meant differences were not statistically significant. Universal features observed included the early acquisition of plosives and late mastery of /r/. Language-specific features included processes such as fricatisation and earlier acquisition of /ʤ/ before /s/. Creolisation was seen in morphophonemic condensation and the influence of loanwords. Conclusion: This study demonstrates both universal and language-specific features amidst wide diversity influencing phonological acquisition in creolising TP. This first phonological study of TP consonant development will inform future clinical speech-language pathology practice in PNG. [ABSTRACT FROM AUTHOR]

Purpose: Narrative is the dominant focus of traditional standardised discourse assessment, yet the complex discourse needs of adolescence has led to increased interest in profiling skills in other monologic genres for this age group. This interest is not commensurate with a robust understanding of the influence of genre on adolescent discourse across word to whole-text language features. This knowledge is important to inform context(s) for assessment to profile strengths and weaknesses in discourse-level language. Method: One hundred and sixty adolescents between 12 and 15 years (M= 13;1, SD= 1;1, 55% female, 45% male) completed the Curtin University Discourse Protocol – Adolescent. Samples of recount, narrative, expository and persuasive discourse were coded using a multi-level analysis procedure. Result: Genre had a significant influence on language variables regardless of age. Narrative tasks citied the longest, most lexically diverse, cohesive, coherent and well-structured output. Results were consistent with the oral to literate continuum and the order in which genres are introduced in the academic curriculum. Conclusion: Structure, content and domain-specific knowledge likely influenced the genre-related differences seen in this study. It would be advantageous to sample a range of monologic genres when assessing adolescent discourse. Declarative knowledge may be an important consideration in topic selection. [ABSTRACT FROM AUTHOR]

Competence in spoken discourse is an important consideration during assessment and intervention planning for adolescents with communication difficulties. Currently, a lack of age-appropriate protocols and reference data against which to interpret performance, are barriers when working with this population, particularly those that assess a range of genre and language features. Using a new assessment tool, the Curtin University Discourse Protocol-Adolescent (CUDP-A), this study aimed to collect and describe spoken discourse samples from a large group of adolescents (n = 160), aged 12 to 15 years, recruited to represent a mainstream academic cohort. For each participant, samples of recount (n = 3), expository (n = 3), persuasive (n = 3), and narrative (n = 2) discourse were described using theoretically supported measurements sensitive to micro-linguistic, micro-structural, macro-structural, and super-structural discourse features. Participants also completed a standardized assessment of oral language. Variability was found in micro-linguistic and micro-structural features, with stability seen in macro-structural and super-structural features. Few age- and gender-related differences were observed, while multiple significant correlations between spoken discourse and oral language variables were revealed across the sample. The CUDP-A was successful in eliciting spoken discourse across genres relevant to social and academic contexts, enabling an in-depth description of adolescent discourse. This tool, supported by the reference data, provides a new opportunity to assess spoken discourse skills in adolescents from clinical populations, e.g., acquired brain injury or developmental disorders. Further research is needed to examine factors influencing discourse ability, such as those that may be related to genre, or contextual factors related to the presence of communication partners, with novel tools such as the CUDP-A facilitating this. [ABSTRACT FROM AUTHOR]

Purpose: Oral discourse comprehension is a fundamental skill that is predictive of future reading comprehension. The ability to identify important semantic propositions, in a narrative text, and their attachment to a mental model is an essential component of discourse comprehension. This study aimed to pilot a measure of free-recall in a narrative retell across three age groups to explore development. A secondary aim compared measures of free-recall and cued-recall. Method: One hundred and thirty-two (132) typically developing children aged 4–7 years provided a retell of the Squirrel Story narrative and completed the Narrative Comprehension Assessment (NCA). The Squirrel Story Information Score (SSIS) was used as a novel measure of free-recall calculated from the narrative retells. The NCA, which involves literal and inferential comprehension questions, was used as a measure of cued-recall. Scoring reliability was calculated to ensure test–retest validity. Result: Correlation analysis found excellent reliability of the SSIS measure. The difference between 4 and 5 year olds, and 5 and 6 year olds, was significant, with a large effect size. The difference between the 5 and 6 year olds was not significant. A large positive correlation was found between the measures of SSIS and NCA. Conclusion: The measure of SSIS proved sensitive to developmental progression, with a positive relationship found between the measures of free-recall and cued-recall. Variability between the measures highlights the need to consider both measures to ensure an accurate representation of discourse comprehension skills. [ABSTRACT FROM AUTHOR]

Purpose: The Squirrel Story Narrative Comprehension Assessment (NCA) was used to investigate the literal and inferential comprehension skills of young typically developing (TD) children aged between 4 and 6 years and to compare the performance of 5-year-old TD children and those with developmental language disorder (DLD). Method: A total of 132 typically developing children across three age groups between 4 to 6 years (4;0–4;11, 5;0–5;11, 6;0–6;11, years;months), and 94 children with DLD aged 5 years, were assessed using the NCA. Result: There was a significant increase in both literal and inferential scores for TD children from 4 to 6 years. The TD children aged 4;0 to 4;11 scored significantly lower than the two older age groups for both literal and inferential comprehension, while there was no significant difference between the 5;0 to 5;11 and 6;0 to 6;11 TD groups. The 5;0 to 5;11 TD group scored significantly higher than the age-matched DLD group for literal and inferential comprehension. Conclusion: The findings indicate that the Squirrel Story NCA is a clinically useful task which is sensitive to developmental improvement in literal and inferential comprehension in young typically developing children and confirm previous research findings of poor narrative comprehension in children with DLD. [ABSTRACT FROM AUTHOR]

12 Understanding the structure of discourse in healthy adults is fundamental to the assessment and diagnosis of discourse level impairments in clinical populations and the development of effective treatment regimes. Exploring discourse genre in healthy speakers that extend beyond the traditional narrative is equally paramount in facilitating maximum impact of clinical interventions in everyday speaking contexts. This study aimed to characterise the discourse of 30 healthy adult speakers across three age groups (20-39, 40-59 and 60+ years) and four discourse genres (recount, procedural, exposition and narrative), drawing on discourse frameworks used in classroom teaching. A clinically useful discourse protocol and analytic procedure using SALT was developed that profiled the macrostructure and key aspects of linguistic microstructure of the different genres, exploring coherence and cohesion within and across genre in a systematic manner. Analyses considered whether there were differences in coherence and cohesion among the different age groups, different genres and specific topics. Results showed that, while individual variability was present, healthy adults structured their discourse consistently, adhering to the frameworks described in the developmental literature, across all four genres. Significant age differences were only seen in the amount of information contained in the body of the discourse (i.e. events, steps or statements offered) with older participants offering less information. This dataset will enable comparisons to be drawn with clinical populations to determine the utility and the feasibility of the use of this framework for diagnosis and intervention. [ABSTRACT FROM AUTHOR]

A national online survey was used to investigate spontaneous language sampling and analysis practices by speech-language pathologists working with children and adolescents. A total of 257 responses were received from clinicians around Australia. Results indicated that spontaneous language samples are collected on a routine basis in elicitation contexts deemed appropriate to the clients' age or developmental stage. However, language samples were generally short, often not recorded, and analysed informally. Consistent with previous research into language sampling practices, the main barrier to more detailed language sample analysis appears to be the time needed for transcription. Despite rapid technological advances in the last two decades, only 12.5% of the respondents reported using computer-assisted transcription and analysis procedures. Suggestions are made on how to promote change in clinical practice to ensure spontaneous language samples are transcribed and analysed in more detail. By transcribing the samples, detailed analysis of children's language performance can be undertaken, allowing for effective goal-setting and assisting in objective progress measuring during and following intervention. [ABSTRACT FROM AUTHOR]

In order to provide effective intervention for children with specific language impairment (SLI), it is crucial that there is an understanding of the underlying deficit in SLI. This study utilized a battery of phonological processing tasks to compare the phonological processing skills of children with SLI to typically-developing peers matched for age or language. The children with SLI had significantly poorer performance than age-matched peers on measures of phonological representations, phonological awareness, rapid automatized naming, phonological short-term memory, and one measure of working memory. Of particular significance, the SLI group also demonstrated significantly weaker performance than language-matched peers on one measure of phonological representations, and one measure of working memory. The findings provide some support for a phonological processing account of SLI and highlight the utility of using tasks that draw on a comprehensive model of speech processing to profile and consider children's phonological processing skills in detail. [ABSTRACT FROM AUTHOR]