DEVELOPMENT OF QUICK SPEECH AND LANGUAGE SCREENING TEST IN MARATHI LANGUAGE Introduction:
Speech and language development is considered as a useful indicator of a child’s overall development and cognitive ability by researchers and is related to school success. Speech and Language disorders are the most commonly seen in childhood disabilities and affect about 1 in 12 children or 5% to 8% of preschool children (U.S. Preventive Services Task Force 2006). Indian Census 2011 reported out of the 121 Crore population, about 2.68 Crore persons are ‘disabled’. Speech and Hearing disorder reported nearly 26 % of total disabled population in India by NSSO (2011).Speech and Language disorder in the developmental period causes significant behavioural
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The items were selected from the kinder garden junior and senior books. Pictures of all the items were selected. The selected items of word list was given to 38 parents or caregivers of children aged 2- 3 years to mark familiarity on the three-point rating scale to check whether words are within the vocabulary of these children.
Similarly, to avoid parental bias, the researchers had assessed informally the verbal reception of the test items on an individual basis. Picture identification task was used to check the verbal reception. Finally, test stimulus items were formed by considering both scores, i.e. on parent familiarity checked and receptive vocabulary assessment scores. Most familiar words were selected to form test items.
Second Phase: A pilot study was conducted in the second phase, which involved 18 childrens between age range of 3 - 6 years. The necessary changes were incorporated based on the pilot study
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In the field testing, 42 children were recruited of age range 3-6 with the mean age of 4.56. The group was further divided into the three sub-groups that is 3-4years, 4-5 years, 5-6 years. The normative score was obtained in each age group.In typical group 3-4 years, obtained score was significantly lower than other groups. Validation group that is 12 children out of which 6 children were having misarticulation, 1 cleft lip and palate, 1 stuttering, and 4 children with delayed speech and language. The screening tool correctly discriminated high probability area of disorder i.e. language disorder, articulation, and voice disorders.The test-retest reliability ranged from 0.68 for language disorder section,0.76 for articulation disorder section, and 0.65 for other disorders(used
ake predictions on what could be limiting Justin’s speech and language acquisition. - Justin 's speech could be limited due to being tongue tied, not getting enough opportunities to communicate outside of school because the family does not engage due to his lack of talking, and major illnesses such as Autism, Down Syndrome, and ADHD, it could have something to do with the way his brain developed during the prenatal periods or it could be that his family is not an English speaking family making Justin have difficulty with speech. When should Mrs. Tate observe Justin and how should she document her observations? -Mrs.
Being able to work with both children and adults has allowed me to broaden my view of what the field of speech language pathology will consist of. During my freshman year, in the spring semester of 2014, I was able to volunteer in Marquette’s clinic and take data for an SLP graduate student who was working with an adult with an intellectual disability. This experience allowed me to broaden my basic knowledge of the field of speech-language pathology. Also this past fall semester of 2016, I was able to work with an SLP graduate student in Marquette’s clinic, where we provided therapy to a preschool-aged client. We worked together in creating activities to target his speech language disorder, using both hybrid and clinician-directed approaches throughout the semester.
Moreover, children’s phonological awareness skills can be strengthened and used as a tool to mediate the differences between their language system and SAE. For example, Connor and Craig (2006) evaluated the language
Wendell Johnson, an assistant professor at University of Iowa, wanted to study if stuttering was environmental and behavioral in nature and not strictly biological (Reynolds, 2003). This study is called the “Monster Study” because “it reminded people of the Nazi experiments on human subjects” (Reynolds, 2003). He set up a study, using a group of children at a local orphanage, which would test children who had a
children spoke more and areas where they rarely spoke. The outcomes highlighted that boys participated more in physical activities that required little communication; subsequently the staff created areas that encouraged communication and discussion for all children. The Department for Children, Schools and Families (DFCSF) released the ECAT: Guidance for Early Language Lead Practitioners (2008). The resource was designed to support a Lead Practitioner in developing high quality language provision within the setting.
It is important for speech-language pathologists to select instruments that are psychometrically sound for the assessment (Dollaghan, 2004). Comprehensive assessment includes the case history, oral-motor assessment, hearing screening, and oral mechanism assessment (American Speech-Language-Hearing Association, n.d.b). Oral/mechanism examination is important for differentiation of dysarthria and other speech sound disorders from CAS. It can also assist in identifying apraxia of speech and oral apraxia, which may or
A language sample analysis (LSA) is a tool that generates the coding and transcriptions of a language sample to document the language used every day in various speaking situations (Miller, Andriacchi, & Nockerts, 2016). Language samples are typically 50-100 words in length and are voice-recorded and then transcribed by the clinician. Language samples are done using spontaneous speech, such as typical conversation, or narrative contexts, such as story or event recalls (Miller, Andriacchi, & Nockerts, 2016). The speech-language pathologist (SLP) will take the recording and write out, in the exact words of the child and clinician, every utterance (Bowen, 2011). The SLP will then "code" the sample.
1A. In order to best assess Amelia’s language strengths and weaknesses, a variety of procedures must be conducted in order to complete the most thorough assessment in the natural environment (Crais, 2011). Before the assessment takes place, a series of questionnaires will be sent home to Amelia’s caregivers, targeting her birth history (i.e. time spent in the NICU), medical history (i.e. otitis media), and social history (i.e. a list of common words used, how she interacts with adults vs. peers, main concerns) (Tyler et al., 2002). Questionnaires give clinicians the ability to receive a brief outline of what the main concerns are of the caregivers, and also indicate what factors could be contributing to Amelia’s language delay. The standardized
There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet.
The speech pathologist targeted these goals through a clinician-directed approach. He utilized drills to elicit the targeted responses (i.e. banana, orange, bread). Through the use of pictures, he asked (i.e. what is this) the child to name the item presented. The task was highly structured and controlled. During training, the words expected were repeated a number of times before testing the child.
The above information necessitates the need for speech pathology
Although the study found evidence of auditory processing deficits in the children with CAS, more research is needed to substantiate any links between the disorders. It is essential to include dynamic assessment in the comprehensive assessment of CAS. Dynamic assessment is a method for conducting language assessment in children with culturally and linguistically diverse backgrounds. It is more process-oriented, modifiable, and interactive than traditional assessment procedures (Hegde & Pomaville, 2013). During dynamic assessment, the clinician can provide gestural or tactile cues.
By four years children are communicating in four to five-word sentences and can be understood by anyone.” (Communication Difficulties -
These insomuch will develop the child’s knowledge of language
Parents should constantly speak to their children from the moment of birth. As the child is the receiver, the child is absorbing the language through his/her parents, which he/she will later on implement throughout his/her daily life (Berk and Winsler, 1995). Through spoken language, the child encounters new vocabulary; therefore parents or guardians need to use a variety of vocabulary to help the child broaden his/her range of vocabulary, as the parents or guardians are their child 's language role models (Dickinson and Tabors, 2001). As the child starts to develop and begins to experiment in speaking, the parents or guardians should be at the child 's assistance in building on what he/she has heard his/her parents say and perform it in his/her language base. As learning starts from the home environment, each family member should help the child understand and put in practice language on a daily basis (Berk and Winsler,