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Environmental Health
Published in Lorris G. Cockerham, Barbara S. Shane, Basic Environmental Toxicology, 2019
Camille J. George, William J. George
For years, people have noted that high levels of noise in a learning environment, be it at home or school, adversely affected learning in students. Distracting noise can make concentration very difficult for children trying to develop good study habits. Children exposed to high levels of noise during their education have displayed not only impaired reading ability but also impaired language development as well. Sounds such as “B” and “V” are difficult to discriminate in settings with high noise levels (Nadakavukaren, 1986). As a result of sound discrimination difficulties, children may develop distorted speech patterns.
Classification of intellectual disability using LPC, LPCC, and WLPCC parameterization techniques
Published in International Journal of Computers and Applications, 2019
Children can learn speech and language through their surroundings and social interaction [1]. It has been scientifically proved that typically developing children acquire a firm verbal and lexical structure from their normal environment and surroundings [2–4]. However, the research on language and speech development has been faded due to less availability of speech pathologist and therapist [5,6]. A competent analyst can compute and measure the severity of speech using recorded speech samples and contribute to the society. Speech is majorly used by the children at the early age to convey their feelings, thoughts, necessities, and establishing social relationships. Initial age of 2–4 years is a crucial period for a child’s vocal and language development. By this age, a typically grown child is familiar with the simple structure of language [7] and while growing child acquires this ability to intervene complex intellectual tasks. However, children with Intellectual Disability are only able to learn limited things and to understand few words at the same stage.
The cognitive and neural correlates of written language: a selective review of bilingualism
Published in Journal of the Royal Society of New Zealand, 2021
Karen E. Waldie, Gjurgjica Badzakova-Trajkov, Haeme R. P. Park, Yuxuan Zheng, Denise Neumann, Nasrin Zamani Foroushani
Normal language development also depends on early environmental stimulation and experience. For example, exposure to particular speech sounds during a baby’s first year is critical in developing the ability to distinguish phonemes (sound structures that group to form a word) and syllables (unit of pronunciation) necessary for normal language perception. If a child does not experience linguistic input during the first three years of life (through severe social deprivation for example, Curtiss 1977), language functioning is severely delayed or can be completely stalled. Throughout adolescence and adulthood, new and more efficient connections with other neurons take place in the prefrontal cortex (Bourgeois et al. 1994) and through pathways to the limbic and other subcortical systems.
Identifying features of apps to support using evidence-based language intervention with children
Published in Assistive Technology, 2020
Speech and language interventions incorporate a number of techniques to facilitate speech–language development and maximize communication skills (DeCurtis & Ferrer, 2011). There are numerous intervention strategies cited in the literature that are empirically justified. The type of intervention may be guided by the theoretical stance adopted by the SLP but there is no unified theory of rehabilitation (Whyte, 2014). In order to optimize treatment, specific materials and intervention approaches should be guided by evidence-based practice (EBP). The American Speech–Language–Hearing Association (ASHA) emphasizes that the goal of EBP is the integration of (a) clinical expertise/expert opinion, (b) external scientific evidence, and (c) client/patient/caregiver values to provide high-quality services reflecting the interests, values, needs, and choices of the individuals that are served by SLPs (ASHA, 2005). Accordingly, it is important to gain the perspective of SLPs using apps for language intervention in order to align their use of apps with best practice. To this end, the concept of practice-based evidence (Barkham & Mellor-Clark, 2003) is central to identifying the features of an app that SLPs deem as important. This ensures that research is relevant to clinicians in clinical settings and facilitates treatment quality. However, whilst practice-based evidence is an important component of EBP, it is necessary to integrate practice-based evidence with scientific evidence. Smith-Lock, Leitão, Prior, and Nickels (2015) highlight the need to identify the “active ingredients” (p. 4) during intervention. This entails specifying the details of treatment so that the key components of treatment can be identified and replicated.