Characterizing Communicative Participation in Multilingual Jamaican Preschoolers.
Characterizing Communicative Participation in Multilingual Jamaican Preschoolers.
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多语言牙买加学龄前儿童的交际参与特征。
DOI：
10.1044/2022_ajslp-22-00138
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发表时间：
2023
影响因子：
2.6
通讯作者：
Washington,KarlaN
中科院分区：
文献类型：
--
作者：
Kokotek,LeslieE;Washington,KarlaN
目的本研究的特点是交际参与和相关方面的功能性沟通牙买加克里奥尔语（JC）-讲英语的学龄前儿童和没有功能性定义的语音障碍（fSSD）。这项研究包括父母的报告和直接评估措施，从现有的语料库收集的基线数据之前，COVID-19 pandemic.MethodThe沟通参与的典型发展（TD;n= 226）双语JC-英语为母语的学龄前儿童和那些与fSSD（n= 39）被记录使用的焦点在六岁以下的沟通成果（FOCUS）。使用英语和JC（ICS-JC）的上下文可懂度量表（ICS）记录功能性语言可懂度。通过两种语言的直接儿童评估收集言语产生的客观措施，然后转录并计算辅音（PCC），元音（PVC）和音素正确（PPC）的百分比。组内的关系进行了探讨，使用关联测试，组间的差异进行了探讨，通过多变量analysis.ResultsFOCUS分数和ICS和ICS-JC分数被发现是最低限度到中度相关的牙买加学龄前儿童在TD组（r= 0.28 - 0.34，p <0.002）和强相关的fSSD组（r= 0.56 - 0.60，p <0.002）。两种语言的FOCUS评分与PCC/PVC/PPC之间均未观察到相关性。TD和fSSD组中牙买加学龄前儿童的所有FOCUS评分之间存在统计学显著差异（p≤ .002）。ConclusionsThese findings提供了额外的证据，用于使用FOCUS超越记录沟通参与的变化，以支持规划和开发语音语言干预措施的临床决策。这项研究还记录了有和没有fSSD的讲JC英语的儿童的重要特征，提供了有关儿童能力的数据，可用于未来在COVID-19大流行期间及以后观察到的交际参与和言语功能的比较。
PurposeThis study characterized communicative participation and related aspects of functional communication for Jamaican Creole (JC)-English–speaking preschoolers with and without functionally defined speech sound disorders (fSSDs). This study included parent reports and direct assessment measures from an existing corpus of baseline data collected prior to the COVID-19 pandemic.MethodThe communicative participation of typically developing (TD;n= 226) bilingual JC-English–speaking preschoolers and those with fSSDs (n= 39) was documented using the Focus on the Outcomes of Communication Under Six (FOCUS). Functional speech intelligibility was recorded using the Intelligibility in Context Scale (ICS) in English and JC (ICS-JC). Objective measures of speech production were collected through direct child assessment in both languages and then transcribed and calculated for percent of consonants (PCC), vowels (PVC), and phonemes correct (PPC). Within-group relationships were explored using association testing, and differences between groups were explored through multivariate analyses.ResultsFOCUS scores and ICS and ICS-JC scores were found to be minimally to moderately related for Jamaican preschoolers in the TD group (r= .28–.34,p< .002) and strongly related in the fSSD group (r= .56–.60,p< .002). No relations were observed between the FOCUS scores and PCC/PVC/PPC in either language. There was a statistically significant difference between all FOCUS scores for Jamaican preschoolers in the TD and fSSD groups (p≤ .002).ConclusionsThese findings provide additional evidence for using the FOCUS beyond documenting change in communicative participation to support clinical decision-making in planning and developing speech-language interventions. This study also documents an important characterization of JC-English–speaking children with and without fSSDs, offering data on children's abilities that can be used in future comparisons of communicative participation and speech functioning observed during the COVID-19 pandemic and beyond.
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关注六岁以下儿童的沟通成果：牙买加背景下语言技能的验证
影响因子：
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作者：
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作者：
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DOI：
10.1080/14417040701261525
发表时间：
2007
期刊：
Advances in Speech Language Pathology
影响因子：
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作者：
Karla N. Washington
通讯作者：
Karla N. Washington
DOI：
10.3109/17549507.2015.1081284
发表时间：
2016-03-03
影响因子：
1.8
作者：
Kim, Jae-Hyun;Ballard, Elaine;McCann, Clare M.
通讯作者：
McCann, Clare M.