Purpose. The purpose of this research project was to compare the narrative content organization (macrostructure) of young children with specific language impairment (SLI) and those with typical language development (TL). While it is well-known that young children with SLI display poorer use of grammar (microstructure) than their TL language similar peers (Leaonard, 2014; Rice et al., 1998) less is known about their use of macrostructure. Thus, the research question was: What are the narrative skills of children with SLI as compared to their language similar peers with development TL? Based on research with older children (Gillam et al., 2016), it was hypothesized that children with SLI will have poorer narrative macrostructure of narratives than those with TL. Method. The experiment compared 6 children with SLI (mean age: 5 years, 2 months) and 8 language similar children with TL (mean age: 4 years, 8 months). Language equivalency was determined based on administration of the Clinical Evaluation of Language Fundamentals-Preschool-2 and the Rice/Wexler Test of Early Grammatical Impairment. As well, all the participants passed a hearing screening and performed in the average range on the Preschool Test of Nonverbal Intelligence. Researchers read two books, Gossie and Gossie & Gertie (Dunrea, 2002, 2002) to each child. After reading each book, the child retold the story while looking through the pictures as a guide, yielding 12 SLI samples and 16 TL samples. The stories were audio-recorded and transcribed using a consensus method of reliability. Researchers then coded the stories for presence and quality of the following components: Character, Setting, Initiating Event, Internal Response, Plan, Action/Attempt, and Consequence. Once coded, the components were then scored on a 3-point scale using Gillam et al. (2012) narrative development progressmonitoring tool. Results and Conclusions. First, outcomes of the two stories were compared using an ANOVA design with Story Components and Story as within group factors. Because Gossie & Gertie had one more character than Gertie, it naturally scored significantly higher on Characters. Otherwise, the stories did not reliably differ and were combined for further analysis. Next a mixed model ANOVA design with Story Components as a within group factor and Group as a between group faction was conducted. The results indicated no statistically significant main effects or interactions. The findings did not support the hypothesis, suggesting that the narrative skills of children with SLI are equivalent to their language similar peers with TL. It may be as children get older and their narratives become more complex, children with SLI begin to fall further behind yielding the differences reported in the literature. This project prompts future questions about narrative macrostructure skills of young age-matched children with SLI and TL and use of macrostructure skills in more complex stories.

Three scales were administered to measure attitudes of graduate students in health professions prior to their participation in an interprofessional education (IPE) pilot program. Overall, results indicated that students’ attitudes toward IPE were generally positive, but there is room for improvement. Additionally, medical students’ attitudes differed from the other disciplines.

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.

Otoacoustic emission (OAE) data recorded for tone bursts presented separately and as a two-tone burst complex, that had been reported previously [Yoshikawa, H., Smurzynski, J., Probst R., 2000. Suppression of tone burst evoked otoacoustic emissions in relation to frequency separation. Hear. Res. 148, 95–106], were re-processed using the method of adaptive approximations by matching pursuit (MP). Two types of stimuli were applied to record tone burst OAEs (TBOAEs): (a) cosine-windowed tone bursts of 5-ms duration with center frequencies of 1, 1.5, 2 and 3kHz, (b) complex stimuli consisting of a digital addition of the 1-kHz tone burst together with either the 1.5-, 2- or 3-kHz tone burst. The MP method allowed decomposition of signals into waveforms of defined frequency, latency, time span, and amplitude. This approach provided a high time–frequency (t–f) resolution and identified patterns of resonance modes that were characteristic for TBOAEs recorded in each individual ear. Individual responses to single-tone bursts were processed off-line to form ‘sum of singles’ responses. The results confirmed linear superposition behavior for a frequency separation of two-tone bursts of 2kHz (the 1-kHz and 3-kHz condition). For the 1, 1.5-kHz condition, the MP results revealed the existence of closely positioned resonance modes associated with responses recorded individually with the stimuli differing in frequency by 500Hz. Then, the differences between t–f distributions calculated for dual (two-tone bursts) and sum-of-singles conditions exhibited mutual suppression of resonance modes common to both stimuli. The degree of attenuation depended on the individual pattern of characteristic resonance modes, i.e., suppression occurred when two resonant modes excited by both stimuli overlapped. It was postulated that the suppression observed in case of dual stimuli with closely-spaced components is due to mutual attenuation of the overlapping resonance modes.

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Young children with cleft lip and palate (CLP) are at risk for early speech and vocabulary delays. There have been few data-based investigations of specific early intervention approaches to remediate these early delays. This study examined the acquisition of obstruents in a group of children with CLP before, during and after an early speech and language intervention to identify the changes that occurred in the sound system as the children engaged in early intervention. Participants included 18 children with nonsyndromic cleft lip and/or palate (CLP) between 15 and 36 months (MN Age 22.5; MN IQ: 107) received a clinician administered naturalistic language and speech intervention in 32 sessions over four months. The children were tested prior to intervention, midway through the intervention and immediately after the conclusion of intervention. Speech assessment, the Profiles of Early Expressive Phonological Skills (PEEPS; Williams & Stoel-Gammon, 2010)) was administered at each time point. This newly developed age-appropriate assessment focuses on single words. Whole word phonetic transcriptions were completed by a clinician trained in transcription of children with CLP. Transcription reliability, assessed with a second transcriber, was 89%. The intervention was a hybrid naturalistic language and speech intervention that targeted production of obstruents. Acquisition of place, manner and voicing features across the 3 time points was examined for error features during intervention. Error pattern changes are compared to measures for consonant inventory by word position and place of production, and percentage of consonants correct (PCC). Profiles of speech acquisition will be discussed relative to typical performance. This preliminary data provides information regarding the acquisition of early speech production of obstruents for children with clefts. The data will assist clinicians to make evidence-based decisions about the effectiveness of early speech interventions.

No description available.