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Multilingual College Students with Learning Disabilities/Differences
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Patricia Mytkowicz, Lynn Abrahams
For educational therapists who suspect that an ESOL student’s failure to achieve English language literacy and academic language proficiency may be due to an LD, Rooney and Schwarz (1999) suggest the importance of a multifaceted assessment. This kind of evaluation should include (1) a comprehensive educational history; (2) a cognitive profile, but they caution that “analysis of the results of [any cognitive testing] should take into consideration differences in language, culture and norming population” (p. 11); (3) a nonverbal test like the Comprehensive Test of Nonverbal Intelligence (C-TONI); (4) a writing sample; and (5) dynamic testing that can assess whether the student can apply strategy instruction and mediation to a specific cognitive or academic task (Feuerstein & Feuerstein, 2001). Often, an educational therapist can glean the most useful information from qualitative data gathered from the student, parents, and educators to assess prior linguistic performance. In some very difficult cases, the therapist may need to work with a native speaker in order to assess whether the student exhibits similar mistakes in the first language (Woodman, 2001).
Introduction
Published in Elaine Hsieh, Bilingual Health Communication, 2016
Although this book centers on interpreter-mediated medical encounters, my primary focus is not on interpreters’ linguistic performance. Instead, my goal is to examine the phenomenon of bilingual health care, highlighting the interactive and coordinated nature of interpreter-mediated medical encounters. This is an area of study to which I have dedicated my career for over 15 years, with more than 40 publications in top journals, including Social Science & Medicine, Journal of General Internal Medicine, Qualitative Health Research, Patient Education and Counseling, Journal of Applied Communication, and Health Communication.
The effect of telepractice on vocal turn-taking between a provider, children with cochlear implants, and caregivers: A preliminary report
Published in Cochlear Implants International, 2023
Maria V. Kondaurova, Qi Zheng, Cheryl W. Donaldson, Abigail Betts, Alan F. Smith, Mary K. Fagan
The significant decrease observed in provider and child speech rate, rate of turns, and increased BSP duration in tele sessions was consistent with research on hearing adults showing the effects of remote communication on the quantity and temporal structure of turns (Boyle et al., 1994; Kira et al., 2009; Matarazzo and Sellen, 2000; O'Conaill et al., 1993; O'Malley et al., 1996; van der Kleij et al., 2009). The present study extends this research to the effects of remote communication during telepractice on provider-child vocal interactions. Together, these results support the media naturalness proposition that decreased naturalness in communication media requires higher degrees of cognitive effort to communicate (Kock, 2004). Increased cognitive demands can, in turn, affect linguistic performance (Hotchkin and Parks, 2013; Houben et al., 2013; Lopes et al., 2018; Lu and Cooke, 2008).
Predicting home discharge after inpatient rehabilitation of stroke patients with aphasia
Published in Neuropsychological Rehabilitation, 2023
Valeria Ginex, Mauro Viganò, Giulia Gilardone, Alessia Monti, Marco Gilardone, Massimo Corbo
Regarding cognitive assessment, three domains were analyzed: language, nonverbal reasoning, and spatial cognition. An in-depth assessment of language was performed through the Aachener Aphasie Test (AAT; Huber et al., 1983; Luzzatti et al., 1996) at both admission and discharge. AAT consists of five subtests specific for different linguistic abilities: (i) the Token test, including comprehension of verbal commands; (ii) repetition of phonemes, words, and sentences; (iii) written language, including reading and writing; (iv) naming of objects, colours and picture description; and (v) comprehension of oral and written words and sentences. All data were reported in normalized scores. For each AAT subtest, a score between 20 and 42 indicates a severe impairment, between 43 and 52 a moderate impairment and from 53 and 80 a mild one. The analysis of the normalized scores in the five subtests provided an average level of linguistic performance (the H-index). A greater H-index score corresponds to a better performance and, consequently, less severe language impairment.
Reaction time and cognitive-linguistic performance in adults with mild traumatic brain injury
Published in Brain Injury, 2019
Rocío S. Norman, Manish N. Shah, Lyn S. Turkstra
Studies exploring cognitive-linguistic function after mTBI have had significant limitations, including variability in severity among participants; lack of details about important demographic factors such as time post-injury, mechanism of injury, and concomitant neurobehavioral symptoms and use of standardized tests that lack sensitivity and specificity. This area of research lacks a well-designed study of cognitive-linguistic performance under timed and untimed conditions with a demographically similar control group. To address the gap in knowledge about cognitive-linguistic performance after mTBI during the acute time period, we designed a prospective cohort study of adults with mTBI and a comparison group of OI peers. This study was designed to avoid potential confounds and biases which have been reported in the mTBI literature and may impact cognitive outcomes (10). These include variability in age, education level, time post-injury, injury type, history of learning disability or neurological disorder and level of medical care.