Pitch range and vowel duration in the speech of children with Williams syndrome

This paper reports the pitch range and vowel duration data from a group of children with Williams syndrome (WS) in comparison with a group of typically developing children matched for chronological age (CA) and a group matched for receptive language abilities (LA). It is found that the speech of the WS group has a greater pitch range and that vowels tend to be longer in duration than in the speech of the typically developing children. These findings are in line with the impressionistic results reported by Reilly, Klima and Bellugi [17]

Brief Report: Eye Movements During Visual Search Tasks Indicate Enhanced Stimulus Discriminability in Subjects with PDD

Subjects with PDD excel on certain visuo-spatial tasks, amongst which visual search tasks, and this has been attributed to enhanced perceptual discrimination. However, an alternative explanation is that subjects with PDD show a different, more effective search strategy. The present study aimed to test both hypotheses, by measuring eye movements during visual search tasks in high functioning adult men with PDD and a control group. Subjects with PDD were significantly faster than controls in these tasks, replicating earlier findings in children. Eye movement data showed that subjects with PDD made fewer eye movements than controls. No evidence was found for a different search strategy between the groups. The data indicate an enhanced ability to discriminate between stimulus elements in PDD

Stealing their beer time: turning studying for medical progress tests into a social game

[EN] Many health education programs use progress tests to evaluate students’ progress in learning and to identify possible gaps in the curricula. The tests are typically longitudinal and feedback-oriented. Although many benefits of the progress test have been described in the literature, we argue that the acclaimed facilitation of deeper learning and better retention of knowledge appear questionable. We therefore propose an innovative way of presenting both the test itself and the study process for the test: a real-time-strategy game with in-game challenges, both individual and in teams. In this conceptual paper we provide a brief overview of the benefits and challenges of progress testing and illustrate how gamifying the process of both the assessment and preparatory work taps into many aspects that educators would like to promote in their students’ learning outcomes and behavior. We then argue why and how we aim to create a pilot version of a progress test game for medical and allied health students. For the development of this game, six tracks are proposed, that will run mostly in parallel in an iterative process, using design-based research as a framework.Smits, A.; Schenk, A.; Van Ewijk, L. (2019). Stealing their beer time: turning studying for medical progress tests into a social game. En Proceedings 5th CARPE Conference: Horizon Europe and beyond. Editorial Universitat Politècnica de València. 9-16. https://doi.org/10.4995/CARPE2019.2019.10189OCS91

Putting participation first: The use of the ICF-model in the assessment and instruction of L2 pronunciation

L2 pronunciation training should unequivocally be linked to complex daily life experiences (Derwing 2017). Each client comes from a different background, participates in a different environmental context and engages in different activities within those contexts (Threats 2008). This is a particularly challenging aspect in the L2 practice (Derwing 2017). The International Classification of Functioning, Disability and Health, also known as the ICF-Model (WHO 2001, 2013), offers a conceptual framework that acknowledges the intricate dimensions of human functioning and incorporates personal and contextual factors that can influence participation in daily live (Heerkens and de Beer 2007; Ma, Threats, and Worrall 2008). This paper provides an exploration of the application of this model to pronunciation and intelligibility difficulties in L2 learning. We apply the model to a specific L2 learner, Mahmout and demonstrate how its use allows for consideration of factors much broader than the phonological or phonetic challenges Mahmout faces. Mahmout must be able to generalize that what he has learned into functional communicative competences to improve his participation. The ICF-model (WHO 2001, 2013) is used globally in a broad array of healthcare professions, including Speech and Language Therapists (SLT’s). Yet, it is not a customary tool, nor probably an obvious one, used by L2-professionals (Blake and McLeod 2019). Of course, our goal is not to classify pronunciation problems of L2 learners as disabilities. The model proves a useful tool to view the individual L2 learner as a whole, and part of a larger system. It may allow L2 professionals to tailor their intervention to the individual’s needs and situation and will consequently be able to establish priorities in instruction to enable appropriate goal setting for each individual (Blake and McLeod 2019). It allows identification of influencing barriers or facilitating factors within the stagnation or improvement of pronunciation (Blake and McLeod 2019; Howe 2008)

Article Omission in Dutch Children with SLI: A Processing Approach

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Development and Diagnostic Accuracy of a Shortened Dutch Naming Test for People with Aphasia Using Item Response Theory

Objective The first objective was to assess the psychometric properties of the 92-item Dutch Naming Test (DNT-92), developed to assess word finding difficulties in people with aphasia, using Item Response Theory (IRT). The second objective was to select suitable items for a short version with a discriminative purpose. Method This study has a retrospective, psychometric research design, in which 510 DNT-92-forms of people with aphasia and 192 DNT-forms of healthy participants were used for analyses. An IRT analysis was performed and information on the item- and person parameters was obtained. Item selection for the short version was based on a combination of the discriminative ability of the items and their estimated theta or difficulty. Items with the highest information load, and a difficulty parameter in the range of overlap between the sample of people with aphasia and healthy participants were selected. Results A 2-PL IRT analysis showed best fit to the data. Assumptions of unidimensionality, local independence, and monotonicity were met. Items were removed incrementally, whilst checking sensitivity and specificity of the remaining short form. A selection of six items proved optimal in terms of sensitivity and specificity, with an area under the curve value of 0.85. Differences were found between participants younger than 70 and older. Conclusions The IRT assumptions for the DNT-92 were met, indicating that the test has good psychometric properties. A reduction of items to just six items proved possible, leading to a reliable six item short form with a discriminatory purpose

Feasibility of a communication program: improving communication between nurses and persons with aphasia in a peripheral hospital

Background: Difficulty in communicating (due to aphasia) can have serious consequences for patients in health care settings. Communication Partner Training is effective for improving communication between people with aphasia and health care professionals. Aim and Objective: This study aims to evaluate the feasibility of developing and introducing a Communication Program which focuses on improving communication between nurses and persons with aphasia in a peripheral hospital setting. Methods & Procedures: A mixed-methods feasibility study was conducted with a pre-test post-test design in the quantitative part and two focus group discussions in the qualitative part. Nurses received training for communicating with persons with aphasia. In the pre-test and post-test, nurses filled in a questionnaire for barriers and facilitators and a feasibility questionnaire. Nurses’ attitudes towards the Communication Program were further explored in two focus group discussions. Outcomes & Results: Forty six nurses took part in the training sessions. Most nurses were satisfied about the Communication Program (24/30) and intended to continue using it (25/30). Almost all nurses saw positive effects for patients with aphasia (27/30), such as an increase in the ability to communicate. However, nurses reported that using the program was time consuming and that they still often experienced frustration when communicating with persons with aphasia. Conclusions: Improving communication with persons with aphasia via the Communication Program seems feasible and valuable according to nurses. Nurses probably need more support during implementation of the Communication Program, mainly due to time barriers and the complexity of communicating with persons with aphasia. Further research should focus on revising the program, training health care professionals with different educational backgrounds, and assessing the implementation of this communication partner training in health care settings

Research, education and clinical practice: an example of a learning community in the field of Speech and Language Therapy

Description of the contributions of students participating in the Honours Programme of the Utrecht University of Applied Sciences in the development of a test for diagnosing word finding difficultie