Early development in infants at risk of childhood apraxia of speech: A longitudinal investigation.

This study examined early features of the heritable phenotype associated with childhood apraxia-of-speech (CAS). We compared speech and language development from 9 to 24 months of age in eight children at familial risk of CAS to that of eight infants with no such family history. At-risk infants scored lower on expressive language, speech development, and fine motor skills. Results support a broad, heritable verbal trait deficit for children at risk of CAS. Single case analyses showed poor prelinguistic speech development can dissociate from emerging receptive language and conceptualization skills, consistent with a deficit originating in speech motor control

A profile of expressive inflectional morphology in early school-age children with developmental language disorder

Previous research has established that children with developmental language disorder (DLD) have difficulties producing inflectional morphology, in particular, finiteness marking. However, other categories of inflectional morphology, such as possessive ‘s nominal inflection remain relatively unexplored. Analyses of the characteristics for marking inflection, such as allomorphic categories, may increase our understanding of patterns within disordered grammar to inform the design of interventions and target selection. Data from n = 30 early school-aged children (M = 75 months, SD = 3.38, range = 69–81 months) with DLD were analysed to develop a profile of inflectional morphology skills. Morphological categories included expressive regular past tense, third person singular, and possessive ‘s. Skills were profiled using an elicitation task. The relationships between expressive morphosyntax, and phonological short-term memory and working memory were also explored. Children demonstrated low accuracy in performance across all inflectional categories, including possessive ‘s. There were no significant differences between productions of different morphemes, but syllabic allomorphs ([əd]; [əz]) were produced with significantly lower accuracy than segmental allomorphs ([d], [t]; [z], [s]) across all morphological categories. All correlations between expressive morphosyntax and measures of memory were non-significant. Children with DLD show broad deficits in the ability to mark for inflection, including possessive ‘s; this has implications for theories explaining DLD. Findings may contribute to the design of urgently needed interventions for this clinical population

Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder

Children with Developmental Language Disorder are likely to experience difficulties with morphosyntax, especially regular past tense marking. Few studies have evaluated the effectiveness of intervention to improve morphosyntax in young school-aged children with DLD. This study investigated the efficacy of combined explicit and implicit intervention techniques delivered by a speech pathologist to improve receptive and expressive grammar, including the use of past tense morphosyntax, using a multiple baseline single case experimental design. Participants were aged six to seven years and received two 1:1 45 minute sessions per week for five weeks (total 7.5 hours) using Shape Coding intervention techniques combined with implicit approaches. Two of the three participants made statistically significant gains on standardized tests of general receptive and expressive grammar. Two of the three children made statistically significant improvement on measures of expressive morphosyntax, with one participant continuing to improve five weeks post treatment. Findings suggest that this approach was efficacious. These findings warrant further investigation using larger group comparison research studies

Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment.

This study compared the effectiveness of a school-based treatment for expressive grammar in 5-year-olds with specific language impairment delivered in two different dose frequencies: eight sessions delivered daily over 8 consecutive school days or eight sessions delivered weekly over 8 consecutive weeks. Eighteen children received treatment daily and 13 children received treatment weekly. In both groups, treatment consisted of eight 1-hour sessions of small group activities in a classroom setting. Techniques included explicit instruction, focused stimulation, recasting, and imitation. Results were analysed at the group level and as a case series with each child as their own control in a single-subject design. The 8-weeks group showed significantly greater gain in test scores over the treatment period than in an equal time period prior to treatment, whereas the 8-days group did not (Cohen's d = 1.64 for 8-weeks group). Single-subject analyses indicated that 46% of children in the 8-week group and 17% of children in the 8-day group showed a significant treatment effect. It is concluded that expressive grammar treatment was most effective when dose frequency was weekly over 8 weeks rather than daily over 8 days for 5-year-old children with specific language impairment.13 page(s

Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health

Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9–14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having “worries” and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor “person-environment fit.” Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia

A Profile of Working Memory Ability in Poor Readers

Objective: This study aimed to provide a comprehensive working memory profile of a group of children with established poor reading ability. Methods: Participants included a group of established “poor readers” and a group of age- and gender-matched controls with typically developing reading ability. The participants completed a comprehensive battery of assessments examining four components of working memory—the central executive, phonological loop, visuospatial sketchpad, and episodic buffer. Results: As predicted, the poor reading group scored significantly lower than the typically developing reading group on measures of the phonological loop and central executive. There were no significant differences between the two groups on measures of the visuospatial sketchpad or episodic buffer. Contrary to predictions, a subgroup of poor readers with poor visuospatial working memory was not found, further highlighting the inconsistent findings in this area of working memory. Conclusions: The results provide support for past research findings of deficits in the phonological loop and central executive of poor readers. The finding of typical episodic buffer functioning demonstrates the potential to draw on this relative strength in implementing interventions with poor readers. This implicates the importance of increasing awareness of specific working memory deficits in poor readers, and may guide future research into more effective teaching strategies and interventions for this population

An evaluation of the effectiveness of PROMPT therapy in improving speech production accuracy in six children with cerebral palsy

This study evaluates perceptual changes in speech production accuracy in six children (3 – 11 years) with moderate-to-severe speech impairment associated with cerebral palsy before, during, and after participation in a motor-speech intervention program (Prompts for Restructuring Oral Muscular Phonetic Targets). An A1BCA2 single subject research design was implemented. Subsequent to the baseline phase (phase A1), phase B targeted each participant’s first intervention priority on the PROMPT motor-speech hierarchy. Phase C then targeted one level higher. Weekly speech probes were administered, containing trained and untrained words at the two levels of intervention, plus an additional level that served as a control goal. The speech probes were analysed for motor-speech-movement-parameters and perceptual accuracy. Analysis of the speech probe data showed all participants recorded a statistically significant change. Between phases A1 – B and B – C 6/6 and 4/6participants, respectively, recorded a statistically significant increase in performance level on the motor speech movement patterns targeted during the training of that intervention. The preliminary data presented in this study make a contribution to providing evidence that supports the use of a treatment approach aligned with dynamic systems theory to improve the motor-speech movement patterns and speech production accuracy in children with cerebral palsy

Speech and language development of intercountry adopted children aged 3 to 6 years: An explorative study of Australian parents’ knowledge, beliefs and experiences

This qualitative, explorative study provides an insight into intercountry-adoptive parents’ knowledge, beliefs, and experiences about their children's speech and language development. Eleven parents who lived in Australia and adopted a child aged 3 to 6 years from an overseas country in the past five years completed an online questionnaire. Six consented to participate further in a semistructured interview. Descriptive statistics and thematic analysis were used to report on the parents’ experiences with their adopted children, the challenges they faced, the services they accessed, and their recommendations for future services. The results provide a direction for the development of evidence based service and support to meet the specific needs of this population

Ethical reasoning in clinical education

Ethical reasoning within the context of clinical education is explored using the casuistry approach to ethical decision-making through the layers of the Seedhouse ethical grid (a decision-making tool). The casuistry approach guides clinicians’ actions by encouraging them to map previous experiences onto the profession’s underlying principles in order to help them proactively plan for future clinical education experiences. In this paper, we present a model which highlights the unique and delicate balance between the multiple stakeholders involved in clinical education, and the shift in responsibilities and relationships that can occur. The need to understand ethical decision-making processes, be proactive with ethical thinking, and ensure clarity in expectations is discussed. A framework is proposed to assist clinical educators in finding the balance between their ethical obligations to their students, their clients and themselves

The effectiveness of a computer supported intervention targeting orthographic processing and phonological recoding for children with impaired word identification

This study investigated the effectiveness of a computer-supported intervention targeting orthographic processing and phonological recoding for word identification skills. Participants were three children (aged 7–8 years) with persistent word identification impairment. A single subject design with three phases was used, comprising a total of 31 sessions (8 baseline, 15 intervention, and a further 8 baseline) over 10 weeks. Results indicated a significant treatment effect based on measures of rate and accuracy of nonword reading measured at the start of every session. In addition, all participants made clinically significant gains in accuracy of nonword reading from pre- to post-intervention, and demonstrated mixed results with word and nonword reading efficiency