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Blinking and Looking: An Eye-Tracking Approach to Studying Cognitive Processing Differences in Individuals with Speech, Language, and Communication Disorders
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Jennifer M. Roche, Schea N. Fissel
More recently, generalized, linear, and non-linear mixed random effects models have increased in popularity with eye-tracking researchers, because these models allow for selection of the distribution of the data (e.g., binomial or Poisson). For instance, when analyzing fixations, researchers typically transform the categorical data of fixation (yes = 1, no = 0), into continuous (proportions) data. Jaeger (2008) argues that transforming categorical data into a continuous variable is inappropriate because it produces hard to interpret and spurious results. Therefore, when analyzing categorical fixation data, researchers should use a binomial distribution to model an appropriate fit for this level of data. Another consideration for distribution refers to frequency-based eye measures (e.g., fixation frequency, blinking). These frequencies (or count data), severely skew the data—thus making ANOVA based models inappropriate because the assumption of normality is typically violated. Therefore, it has been suggested that the use of a Poisson distribution is best for count/frequency data. While it is not within the scope of this chapter to comprehensively review mixed modeling nor data transformation and distribution selection, these authors refer the reader to Barr et al. (2013) who provide specific recommendations for using maximal random effects structures, particularly when model convergence becomes an issue. As the final segment of this chapter, now, we move to discussion of special considerations for populations with communication disorders.
Behavioral Genetics and Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
There are four types of communication disorders described in DSM-IV. These are communication disorders, expressive language (verbalizing thoughts), mixed receptive (understanding others’ spoken language), expressive language disorder, and phonologic (articulation) and stuttering (speech interrupted by repeated or prolonged sounds, syllables, or words (see Ref. (12). These subtypes of communication problems are comorbid and behavioral genetic studies suggest that expressive and receptive disorders share a common genetic etiology, but different genetic factors appear to be operating between articulation disorders and other communication problems (13).
Detection of speech and language disorders
Published in Micha de Winter, Mariëlle Balledux, José de Mare, Ruud Burgmeijer, Screening in Child Health Care, 2018
Micha de Winter, Mariëlle Balledux, José de Mare, Ruud Burgmeijer
As indicated in section 7.3 the causes of communication disorders may be very diverse. Therefore it is extremely important that after identification the follow-up route is of a multidisciplinary nature. De Ridder-Sluiter (1989) arrives at the conclusion that: ‘Diagnosing children with delayed and/or deviant communicative development requires expertise and a multidisciplinary approach, in which various developmental aspects have to be examined…The care that follows may consist of speech/language therapy, but may also be in the medical and/or psychological/educational fields’.
Communication disability in Bangladesh: issues and solutions
Published in Speech, Language and Hearing, 2023
Md Jahangir Alam, Linda Hand, Elaine Ballard
Communication disorders in children are developmental disorders. They can occur by themselves (now in the Minority World termed ‘Developmental Language Disorders’; Bishop, Snowling, Thompson, Greenhalgh, & Consortium, 2017), or they can have co-morbid conditions such as hearing loss or physical disability. In the Minority World, the education system (including early education or pre-school) is seen as an appropriate site for SLTs to work with children who have developmental disorders but no other acute health condition (e.g., they may have a condition such as cerebral palsy, but they are not ill). This is especially true in countries where integration is an educational principle (i.e., that children with disabilities should be mainstreamed and schooled with their non-disabled peers) (Paul, Norbury, & Gosse, 2018).
“It’s really exciting to think where it could go”: a mixed-method investigation of clinician acceptance, barriers and enablers of virtual reality technology in communication rehabilitation
Published in Disability and Rehabilitation, 2022
Atiyeh Vaezipour, Danielle Aldridge, Sebastian Koenig, Deborah Theodoros, Trevor Russell
Speech-language pathologists (SLPs) are typically involved in the rehabilitation of individuals with communication disorders to assist them in regaining skills and in developing strategies to overcome barriers to successful communication and participation in everyday life. Traditionally, SLPs have delivered therapy to address communication deficits within controlled clinical environments (e.g., hospitals, health centres) where there are limited opportunities for real-world practice. Due to limitations including time, staffing, workloads and service delivery constraints, clinicians often rely on tools such as role play to assist with assessment and generalisation of communication skills learned within the clinic to external environments. However, there is frustration amongst SLPs regarding these limitations to engage clients more directly and authentically in real-world, life-like, communication situations during therapy [9]. Communication is multidimensional; influenced by a plethora of environmental factors (e.g., setting, skills and attitudes of communication partner) and personal factors (anxiety, fatigue, motivation, education, culture) [10,11] that are difficult to simulate authentically within the clinic. However, it is clear from the research evidence that personally-relevant, contextualised interventions are critical to optimising treatment outcomes [12]. Therefore, there is a vital need for the development of clinical tools that enable individuals to learn and practise their communication skills in realistic, personally relevant yet safe environments.
Suggestions for training preservice practitioners to appraise evidence-based practice using EBCAI’s research commentaries
Published in Evidence-Based Communication Assessment and Intervention, 2022
Russell Lang, Reem Muharib, Mandy Rispoli, Laurie McLay
Interventions designed to improve communication skills of individuals with communication disorders have been created and evaluated by researchers across various fields, for example speech language pathology, special education, and behavior analysis, among others. Across fields, approaches to intervention research tend to differ in terms of intervention procedures and components, dependent variables (e.g. parent report, direct measures of observable behavior, and standardized measures), and data analysis (e.g. visual versus statistical analysis). The EBCAI commentaries add value to the original research by reiterating the original authors’ evaluation of research rigor, pointing out strengths and limitations of a study that were overlooked or omitted in the original study, and offering a clinical and educational bottom line. Pre-service practitioners in different fields tend to receive training that emphasizes the approach to research used most often in their field. For example, a student being trained in a behavior analysis program is more likely to learn how to use, interpret, and evaluate single-case design research, while a researcher in special education curriculum design is more likely to be familiar with and value the results of group designs.