La prise de médicaments de façon autonome pour des personnes présentant une déficience intellectuelle

L’accès au logement est un enjeu majeur afin de promouvoir l’intégration et la participation sociale des personnes qui présentent une déficience intellectuelle (DI). Par contre, cela implique de développer certaines habiletés nécessaires à la réalisation des tâches quotidiennes. Une des inquiétudes soulevées par la vie en appartement est liée à la prise adéquate de médicaments. Cet article présente une recension sur la mise en place d’intervention soutenant la prise de médicaments. Une réflexion sur les enjeux éthiques qui y sont reliés est aussi présentée. Ces éléments permettront de guider les intervenants dans cette sphère d’intervention tout en constituant des assises solides pour les chercheurs voulant développer une programmation de recherche sur le sujet.The access to housing is a major issue in order to promote integration and social participation of people with an intellectual disability (ID)). By cons, this involves developing certain skills needed for everyday tasks and problem solving. One of the concerns raised by apartment living is linked to the consumption of medication adequately. This article presents a review of the implementation of interventions supporting medication. A reflection on the ethical issues related to it is also presented. These elements will guide the clinicians in this sphere of intervention while providing a solid foundation for researchers wanting to develop a research program on the subject

Development of a Setswana tonal minimal pair word list as research tool

This study reports on the development of a Setswana tonal minimal pair word list, which could be implemented as research tool in the field of Bantu language linguistics and in speech pathology in South Africa. The development of the list was conducted in four phases. These are described as four separate studies. All involved Setswana L1 participants living in the urban areas of Gauteng. In Study 1, a 45-pair preliminary list was compiled from dictionaries. During Study 2, eleven L1 speakers’ familiarity with each word was determined. Based on these results the list was narrowed down to 20 pairs. Study 3 entailed the validation of pictorial stimuli, which illustrate the target words. Ten different participants took part. Four pairs were not consistently familiar and were removed, resulting in the experimental list of 16 pairs. This list was validated in Study 4 and involved nine typical L1 speakers and five listeners. Word-specific analyses revealed that some words had a negative impact on the results. Six pairs were removed. A final list of 10 pairs rendered results more aligned to the expectation of typical speakers and listeners. Validation should continue to determine applicability in populations from exclusively rural or urban areas

Development of a Setswana tonal minimal pair word list as research tool

This study reports on the development of a Setswana tonal minimal pair word list, which could be implemented as research tool in the field of Bantu language linguistics and in speech pathology in South Africa. The development of the list was conducted in four phases. These are described as four separate studies. All involved Setswana L1 participants living in the urban areas of Gauteng. In Study 1, a 45-pair preliminary list was compiled from dictionaries. During Study 2, eleven L1 speakers’ familiarity with each word was determined. Based on these results the list was narrowed down to 20 pairs. Study 3 entailed the validation of pictorial stimuli, which illustrate the target words. Ten different participants took part. Four pairs were not consistently familiar and were removed, resulting in the experimental list of 16 pairs. This list was validated in Study 4 and involved nine typical L1 speakers and five listeners. Word-specific analyses revealed that some words had a negative impact on the results. Six pairs were removed. A final list of 10 pairs rendered results more aligned to the expectation of typical speakers and listeners. Validation should continue to determine applicability in populations from exclusively rural or urban areas.http://www.tandfonline.com/loi/rjal202019-12-18hj2018Speech-Language Pathology and Audiolog

Evaluation of a Zulu translation of the Parents’ Evaluation of Developmental Status

Background: One of the greatest challenges in early communication intervention in South Africa is developing and implementing successful identification strategies in primary health care (PHC). A shortage of trained PHC personnel is one of the barriers to providing adequate health services in South Africa. This dearth of services creates the need to substitute clinician-administered developmental screening tools with parent-administered tools. Aim: To determine the accuracy of the Zulu Parents’ Evaluation of Developmental Status (PEDS) in comparison with the outcome of the English PEDS. Setting: The data were collected in a clinical, non-contrived environment at Stanza Bopape Community Health Clinic in Mamelodi, City of Tshwane. Methods: The PEDS is a standardised, parent-completed questionnaire regarding the child’s general development. The English PEDS was translated into Zulu by a Zulu linguist. There were 99 potential participants in the study of whom 83 met the necessary prerequisites. Results: Of the participants whose home language is Zulu, 54% preferred the PEDS in English over the PEDS in Zulu. This indicates a skewed preference towards English, with only slight associations between language preference and age, education and home language. Conclusion: The Zulu PEDS displayed high positive and negative correspondences, representative of an accurate translation of the English PEDS. It is recommended that this study should be repeated in a community where the majority are Zulu home language speakers

The effect of a parental mHealth resource on language outcomes in 4- to 5-year-old children

BACKGROUND : The use of mobile health (mHealth) technology is rapidly expanding in healthcare worldwide. mHealth tools may provide parents with access to resources essential for promoting language development. AIM : The current study aimed to determine how an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. SETTING : Participants were identified from six early childhood development (ECD) centres from a low-income community in Tshwane, South Africa. METHOD : A randomised controlled trial (RCT), pre-test post-test research design was employed to determine whether an mHealth parental resource influenced 42 preschool children's (4.0-5.11 months old) language abilities after a 17-week intervention period. Data were collected using the language subtests of a South African standardised protocol, the Emergent Literacy and Language Assessment Protocol (ELLA). RESULTS : The parental mHealth application targeting language stimulation did not significantly improve the experimental group's language outcomes when compared with the control group because most of the parents (n = 27) used the application for less than 20% of the active days. CONCLUSION : Providing parents with more support with mobile resources may lead to improved usage of the application.http://www.sajce.co.zaam2023Speech-Language Pathology and Audiolog

Evaluation of a Zulu translation of the Parents' Evaluation of Developmental Status

BACKGROUND : One of the greatest challenges in early communication intervention in South Africa is developing and implementing successful identification strategies in primary health care (PHC). A shortage of trained PHC personnel is one of the barriers to providing adequate health services in South Africa. This dearth of services creates the need to substitute clinician-administered developmental screening tools with parent-administered tools. AIM : To determine the accuracy of the Zulu Parents’ Evaluation of Developmental Status (PEDS) in comparison with the outcome of the English PEDS. SETTING : The data were collected in a clinical, non-contrived environment at Stanza Bopape Community Health Clinic in Mamelodi, City of Tshwane. Methods: The PEDS is a standardised, parent-completed questionnaire regarding the child’s general development. The English PEDS was translated into Zulu by a Zulu linguist. There were 99 potential participants in the study of whom 83 met the necessary prerequisites. RESULTS : Of the participants whose home language is Zulu, 54% preferred the PEDS in English over the PEDS in Zulu. This indicates a skewed preference towards English, with only slight associations between language preference and age, education and home language. CONCLUSION : The Zulu PEDS displayed high positive and negative correspondences, representative of an accurate translation of the English PEDS. It is recommended that this study should be repeated in a community where the majority are Zulu home language speakers.http://www.phcfm.orgam2017Speech-Language Pathology and Audiolog

The effect of voice disorders on lexical tone variation : exploratory study in an African language

PURPOSE : The aim was to determine if the presence of a voice disorder in speakers of Setswana, an African tone language, will negatively impact the accuracy of identification by typical first language judges of words belonging to tonal minimal pairs. METHOD : A quasi-experimental between-group comparison and individual case studies were conducted. Five participants with different types and degrees of voice disorders and nine control participants produced 10 tonal minimal word pairs. Five judges had to identify which of a pair was produced. RESULT : The mean scores of the control and experimental speakers as groups differed, but the difference was not statistically significant. Control participants scored between 19.6/20 and 14.2/20 words correctly identified. Individual data revealed that four of the nine control participants attained at least one perfect score across judges and six had mean scores of 18.0/20 and higher. The highest scoring experimental participant, presenting with a mild voice disorder, attained a mean of 18.0/20. The lowest scoring participant, presenting with the most severe dysphonia, had a mean of 12.2/20 words correctly identified. CONCLUSION : These preliminary results appear to suggest that a severe voice disorder could compromise lexical tone variation and by implication the intelligibility of a message.http://www.tandfonline.com/toc/iasl202020-04-23hj2020Speech-Language Pathology and Audiolog

Effect of music instruction on phonological awareness and early literacy skills of five- to seven-year-old children

Multiple studies and systematic reviews have shown that music instruction improves phonological awareness (PA) and early literacy skills in children, although findings vary. In meta-analyses, the reliability and significance of the transfer effect are reduced. The study evaluated the effect of varying durations of music instruction exposure, over a single academic year, on PA and early literacy of young children. Based on the exposure to music instruction, participants were assigned to either a low- or high-exposure group. Additional analyses were conducted for 17 age-matched pairs and to compare participants that only received class music to those that received additional music instruction. Between-groups comparisons showed no significant difference after a single academic year of music instruction. Within-groups comparisons identified more PA improvements in the high-exposure group. Exposure to music instruction for no less than one academic year, is required to conclusively evaluate the effect on PA and early literacy.National Research Foundation and Swedish Foundation for International Cooperation in Research and Higher Education.http://www.tandfonline.com/loi/gecd202021-02-11hj2020Speech-Language Pathology and Audiolog

Is phonological awareness related to pitch, rhythm and speech-in-noise discrimination in young children?

PURPOSE : Phonological awareness (PA) requires the complex integration of language, speech and auditory processing abilities. Enhanced pitch and rhythm discrimination have been shown to improve PA and speech-in-noise (SiN) discrimination. The screening of pitch and rhythm discrimination, if non-linguistic correlates of these abilities, could contribute to screening procedures prior to diagnostic assessment. This research aimed determine the association of PA abilities with pitch, rhythm- and SiN discrimination in children aged five- to seven-years old. METHOD : Forty-one participants’ pitch, rhythm and SiN discrimination and PA abilities were evaluated. To control for confounding factors, including biological and environmental risk exposure and gender differences, typically developing male children from high socio-economic statuses were selected. Pearson correlation was used to identify associations between variables and stepwise regression analysis was used to identify possible predictors of PA. RESULTS : Correlations of medium strength were identified between PA and pitch, rhythm and SiN discrimination. Pitch and diotic digit-in-noise discrimination formed the strongest regression model (adjusted R2 = 0.4213, r = .649) for phoneme-grapheme correspondence. CONCLUSION : The current study demonstrates predictive relationships between the complex auditory discrimination skills of pitch, rhythm and diotic digit-in-noise recognition and foundational phonemic awareness and phonic skills in young males from high socio-economic statuses. Pitch, rhythm and digit-in-noise discrimination measures hold potential as screening measures for delays in phonemic awareness and phonic difficulties and as components of stimulation programs.STINT Initiation Grant (IB2017-7004) awarded to Department of Building, Energy and Environmental Engineering, Högskolan i Gävle, Gävle, Sweden. Mrs. Eccles received further support from a Thuthuka research grant (TTK180411319722).https://pubs.asha.org/journal/lshsshj2021Speech-Language Pathology and Audiolog