And more...

·      Berry & Oetting describe dialect differences observed in children with Gullah/Geechee heritage (Southeastern United States).

·      Douglas et al. take communication partner training strategies that already have a good evidence base (see Kent-Walsh & McNaughton, 2005 and Douglas et al., 2014), and hosted them online for parents of young children with autism. Results indicate “increased communication by the child”; however, note that this study is small, and “…further replication is necessary before generalizing results.”

·      Hughes et al. provide evidence that having a positive, meaningful relationships with a person who stutters (friend, family member, role model) is, “…associated with high ratings of an average person who stutters as being trustworthy and reliable.” The authors suggest that, “… simply knowing a person who stutters may not improve attitudes toward stuttering,” but that having a bit more meaningful relationship with a person who stutters, may. This prediction requires further investigation, as the study is correlational not experimental.

·      McConachie et al. reviewed the literature to identify outcomes that parents value when monitoring the progress of their young children with autism, and then asked parents to rate those outcomes in order of importance. The top four outcomes were: happiness, anxiety or unusual fears, hypersensitivity (“discomfort with being touched, too much noise, bright lights, certain tastes, etc.”), and self-esteem (“positive views of self”). Check out Table 2 in the study for the additional six outcomes that round out the top 10!

·       Montgomery et al. tested sentence comprehension for different complex sentence types in typically developing (TD) children and children with developmental language disorder (DLD). Meaning cues in the sentences were removed so that children had to rely on word order alone. They found that children with DLD had poorer comprehension than TD children, especially in sentences that violate the usual subject-verb-object word order. They recommend that SLPs consider teaching complex sentences containing familiar words and tons of meaning cues, to compensate for this difficulty with word order.

·       Owen Van Horne et al. taught past tense –ed to children with developmental language disorder by starting with either “easy” or “hard” lists of verbs. Difficulty was based on the likelihood of each verb being used in the past tense (e.g. “jump” commonly used; “rest” less common) plus its phonological features (e.g., words ending in –t or –d are harder to inflect). The children who started with the lists of “hard” verbs showed greater gains in accuracy for past tense –ed on treated verbs and more generalization of –ed to untreated verbs, but did not finish treatment more quickly. The full list of verbs, plus an example treatment script (so you can see exactly what their instruction looked like) is included in the article.

 

Berry, J.R., & Oetting, J.B. (2017). Dialect Variation of Copula and Auxiliary Verb BE: African American English–Speaking Children With and Without Gullah/Geechee Heritage. Journal of Speech, Language, and Hearing Research. Advance online publication. doi:10.1044/2017_JSLHR-L-16-0120

Douglas, S.N., Kammes, R., & Nordquist, E. (2017). Online Communication Training for Parents of Children With Autism Spectrum Disorder. Communication Disorders Quarterly. Advance online publication. doi: 10.1177/1525740117727491.

Hughes, C.D., Gabel, R.M., & Palasik, S.T. (2017). Examining the relationship between perceptions of a known person who stutters and attitudes toward stuttering. Canadian Journal of Speech–Lanugage Pathology and Audiology, 41(3), 237–252.

McConachie, H., Livingstone, N., Morris, C., Beresford, B., Couteur, A. L., Gringas, P. … & Parr, J. R. (2017). Parents suggest which indicators of progress and outcomes should be measured in young children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-017-3282-2

Montgomery, J. W., Gillam, R. B., Evans, J. L., & Sergeev, A. V. (2017). “Whatdunit?” Sentence Comprehension Abilities of Children With SLI: Sensitivity to Word Order in Canonical and Noncanonical Structures. Journal of Speech, Language, and Hearing Research. Advance online publication. doi: 10.1044/2017_JSLHR-L-17-0025.

Owen Van Horne, A. J., Fey, M., & Curran, M. (2017). Do the Hard Things First: A Randomized Controlled Trial Testing the Effects of Exemplar Selection on Generalization Following Therapy for Grammatical Morphology. Journal of Speech, Language, and Hearing Research. Advance online publication. doi: 10.1044/2017_JSLHR-L-17-0001.