Department of Clinical Neurosciences, Alberta Children's Hospital Research Institute and Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Canada.
Department of Clinical Neurosciences, Alberta Children's Hospital Research Institute and Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Canada. eder.gambeta@gmail.com.
We present five studies aimed at developing an L1 vocabulary test for English-speaking university students. Such a test is useful as an indicator of crystallized intelligence and because vocabulary si...
Large language models (LLMs) have shown remarkable abilities recently, including passing advanced professional exams and demanding benchmark tests. This performance has led many to suggest that they a...
The aim of this research note is to encourage child language researchers and clinicians to give careful consideration to the use of domain-specific tests as a proxy for language; particularly in the c...
We report on data leveraged through the prospective Raine Study cohort. Participants included 1626 children aged 10 years (...
Children with DLD performed within the average range on a measure of non-verbal intelligence (...
Domain-specific language assessments, particularly those testing receptive vocabulary, may overestimate the language ability of children with DLD. Caution is urged when using such tests by clinicians ...
There is a lack of standardized assessment tools for poststroke aphasia in Brazil, particularly bedside screenings for early identification of patients with suspected language disorders. The Language ...
This study aimed to translate, culturally adapt, and validate the LAST into Brazilian Portuguese....
Following a systematic, multistep approach to translation and cultural adaptation of language instruments, this study developed the two parallel versions of the Brazilian Portuguese LAST (pLAST) Versi...
Findings showed that the two versions (A and B) of the pLAST were equivalent (intraclass correlation coefficient = .91;...
The Brazilian Portuguese version of the LAST is a valid, simple, easy, and rapid test to screen poststroke aphasia in hospital settings....
https://doi.org/10.23641/asha.23548911....
The current study aimed to validate the Cantonese version of the Amsterdam-Nijmegen Everyday Language Test (CANELT), a functional communication assessment tool for Cantonese speakers with aphasia. A q...
CANELT was translated from its English version with cultural adaptations. The performance on the 20-item CANELT collected from 56 PWA and 100 neurologically healthy Cantonese-speaking controls aged 30...
An age effect was found in neurologically healthy controls, and therefore z scores were used for subsequent comparisons between neurologically healthy controls and PWA. The test showed strong evidence...
Measures on validity and reliability yielded promising results, suggesting CANELT as a useful and reliable functional communication assessment for PWA. Its application in managing PWA and potential ar...
This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting n...
Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained...
We found lower adult word count, conversational turn count, and child vocalization count in the DLD group, independent of multilingualism but not of parental education. In the DLD group, receptive voc...
Toddlers with (a suspicion of) DLD vocalize less at home than children with TD. They also hear fewer adult words and experience fewer conversational turns. Children with DLD's language outcomes are to...
It is challenging to reliably assess the language comprehension of children with severe motor and speech impairments using traditional assessment tools. The Computer Based instrument for Low motor Lan...
A qualitative approach including semi-structured individual interviews with 15 clinicians (speech-language pathologists, neuropsychologists, and one teacher, counsellor, and vision specialist) was use...
Several meaningful barriers and facilitators were identified across the data. Clinicians used the C-BiLLT with two distinct groups of clients: (1) the population it was originally developed for, and (...
This study provides timely insights into the capability, opportunity, and motivation factors important for creating and sustaining assessment behaviour change in clinicians who used or attempted to us...
Children's vocabulary and syntactic skills vary upon school entry in depth and breadth, persistently influencing academic performance, including reading. Enhancing early communicative abilities throug...
Language skills were examined in a pre- to posttest design in which 43 typically developing participants, ages 3-5 years, were randomly assigned to clay-based (...
Receptive and expressive vocabulary knowledge for items introduced in the language stimulation program, mean length of utterance (MLU), and conversational initiations improved for participants in the ...
A language-to-action link is created when children engage with open-ended materials, such as clay, as they craft target objects hands on and step by step, affording additional opportunities for langua...
https://doi.org/10.23641/asha.24093780....
Semantic tasks evaluate dimensions of children's lexical-semantic knowledge. However, the relative ease of semantic task completion depends on individual differences in developmental and language expe...
Participants included 232 Spanish-English bilingual children in second through fifth grade with (...
Results showed that language ability and grade level drive semantic task difficulty for all task types, and children with DLD experienced greater difficulty on all task types compared to their typical...
This study clarifies developmental profiles of lexical-semantic performance in bilingual children with and without DLD and supports clinical decision-making regarding children's English language learn...
Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinician...
To assess changes in the language domains: expressive morphosyntax; receptive and expressive vocabulary; and comprehension, in children in special needs education for DLD. To explore if differences in...
We extracted data from school records of 154 children (4-6 years old) in special needs education offering a language and communication-stimulating educational environment, including speech and languag...
Overall, the children showed significant improvements in expressive morphosyntax, expressive vocabulary and language comprehension. Baseline scores and gains were lowest for expressive morphosyntax. D...
Children with DLD in special needs education showed gains in language performance during one school year. There was, however, little change in morphosyntactic scores, which supports previous studies c...
What is already known on the subject Intervention studies indicate that intervention can be effective, but not for all children with DLD, and not in all language domains. Longitudinal studies on langu...
