Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders

Purpose

Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs.

Method

This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included.

Results

Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose.

Conclusion

There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.

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Understanding Dyslexia in the Context of Developmental Language Disorders

Purpose

The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills.

Method

We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia.

Results

We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia.

Conclusions

We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia—with and without comorbid DLDs—often have language deficits outside the phonological domain; (b) intervention should target a child's strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia.

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Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences

Purpose

We examined the association between language experience and elementary students' eligibility for special education in Massachusetts.

Method

A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.

Results

A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.

Conclusions

Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.

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Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

Purpose

Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children.

Method

In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia.

Results

Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia.

Conclusion

Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

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Young Children's Structure Production: A Revision of the Index of Productive Syntax

Purpose

The Index of Productive Syntax (IPSyn; Scarborough, 1990) is widely used to measure syntax production in young children. The goal of this article is to promote greater clarity and consistency in machine and hand scoring by presenting a revised version of the IPSyn (IPSyn-R) and comparing it with the original IPSyn (IPSyn-O).

Method

Longitudinal syntax production in 10 30- and 42-month-old typically developing children drawn from the Child Language Data Exchange System (MacWhinney, 2000) Weismer corpus was examined, using both the IPSyn-O and the IPSyn-R.

Results

The IPSyn-R provided nearly identical scores to the IPSyn-O with the exception of scores affected primarily by 1 modified noun phrase structure. Structures ranked as more advanced were produced less frequently. The results also reveal which of the IPSyn-R's 59 structures were most and least likely to be produced by this sample at these ages.

Conclusions

The qualitative and quantitative differences between the IPSyn-O and the IPSyn-R are relatively minor. The IPSyn-R can make it easier to score the IPSyn, both by clinicians and researchers, and facilitate the IPSyn's move to machine scoring of language samples.

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Reading Disabilities in Adolescents and Adults

Purpose

Reading skills continue to develop into adolescence and adulthood. Difficulties in reading have lifelong repercussions. Many speech-language pathologists who work with older individuals in the school setting face significant issues, including those mandated by recent changes in legislation. Theoretical topics related to reading development and disorders include the variety of orthographic systems across languages and the ways in which adults who are literate in an alphabetic orthographic system experience changes to their spoken and written language processing. In addition, older readers with intellectual or developmental disabilities may benefit from the use of leveled books and the inclusion of illustrations or drawings along with text.

Method

I completed a focused literature review regarding typical reading skills, dyslexia in adolescence and adulthood, recent changes in legislation, orthography, and the use of leveled books for adolescents and adults with intellectual or developmental disabilities.

Conclusions

Further study of reading in older individuals may lead to important theoretical and clinical applications. Speech-language pathologists should keep in mind the various components of reading (such as decoding and comprehension), how these factors relate to oral language, and how they may be addressed in therapy.

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Does Speaker Race Affect the Assessment of Children's Speech Accuracy? A Comparison of Speech-Language Pathologists and Clinically Untrained Listeners

Purpose

Some pronunciation patterns that are normal in 1 dialect might represent an error in another dialect (i.e., [koʊl] for cold, which is typical in African American English [AAE] but an error in many other dialects of English). This study examined whether trained speech-language pathologists and untrained listeners accommodate for presumed speaker dialect when rating children's productions of words. This study also explored whether effects of presumed race on perceived speech accuracy are mediated by individuals' knowledge and beliefs about AAE and their implicit attitudes about race.

Method

Multiple groups of listeners rated the accuracy of a set of children's productions of words that have a distinct pronunciation in AAE. These were presented in 1 of 3 conditions: paired with no visual stimulus (to assess baseline accuracy) or paired with either African American children's faces (to suggest that the speaker uses AAE) or European American children's faces (to suggest that the speaker does not use AAE). Listeners also completed a set of measures of knowledge and attitudes about AAE and race, taken from previous studies.

Results

Individuals in both groups rated children's productions more accurately when they were presented with African American children's faces than when paired with European American faces. The magnitude of this effect was generally similar across the 2 groups and was generally strongest for words that had been judged in the baseline condition to contain an error. None of the individual-differences measures predicted ratings.

Conclusions

Assumptions about speaker attributes affect individuals' assessment of children's production accuracy. These effects are robust across trained and untrained listeners and cannot be predicted by existing measures of knowledge and attitudes about AAE and race.

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Cognitive Neuroscience of Dyslexia

Purpose

This review summarizes what is known about the structural and functional brain bases of dyslexia.

Method

We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions.

Results

We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention.

Conclusion

Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.

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Service Provision for Children Who Are Hard of Hearing at Preschool and Elementary School Ages

Purpose

To characterize preschool and school services for children who are hard of hearing (CHH), we described service setting, amount, and configuration and analyzed the relationship between service receipt and student hearing levels and language scores. Characteristics of professionals providing services were described and then used to predict level of comfort with skills supporting listening and spoken language. The amount of provider communication with children's audiologists was also investigated.

Method

Participants included parents of CHH (preschool n = 174; school n = 155) and professionals (preschool n = 133; school n = 104) who completed interviews and questionnaires as part of a longitudinal study. Children's hearing, speech, and language data were collected from annual testing and analyzed in relation to service data.

Results

A majority (81%) of preschool-age CHH received services. Children were more likely to be in a preschool for children who are deaf or hard of hearing (CDHH) or exceptional children than a general education preschool. By elementary school, 70% received services, nearly all in general education settings. Sessions averaged twice a week for a total of approximately 90 min. Children who no longer received services performed significantly better on speech/language measures than those who received services, regardless of service setting. Professionals were primarily speech-language pathologists (SLPs) and teachers of CDHH. SLPs reported significantly less comfort with skills involving auditory development and hearing technologies and less frequent communication with the child's audiologists than teachers of CDHH. Overall communication with audiologists was more frequent in the preschool years.

Conclusions

As preschool-age CHH transition into school, the majority continue to qualify for services. Congruent with national trends, school-age CHH in the Outcomes of Children with Hearing Loss study were most often in general education settings. Without specialized preprofessional or postgraduate training, SLPs and teachers of CDHH did not report comfort with all the skills critical to developing listening and spoken language. This finding supports the need for increased implementation of interprofessional practice among SLPs and teachers of CDHH, as well as audiologists, to best meet the needs unique to this population.

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The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia

Purpose

The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs).

Method

In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia nationwide. The Decoding Dyslexia organization has chapters in all 50 states in the nation, and they have been instrumental in promoting public awareness of the importance of improving services for students with dyslexia. As a result, new legislation, policies and guidelines have been introduced and developed in many states. California is an example of 1 state that has recently passed legislation in this area and released guidelines that serve as recommendations related to this law. This article provides a broad overview of recent dyslexia legislation, with more specific information pertaining to recent legislation and guidelines in the state of California. Clinical implications for SLPs who serve this population in school settings are also discussed.

Conclusion

The information discussed in this article may serve as a useful model for states that are in the process of developing or revising their own policies or guidelines for meeting the needs of students with dyslexia.

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What Speech-Language Pathologists Need to Know About Dyslexia

Purpose

The purpose of this clinical forum is to provide a broad survey of up-to-date, evidence-based information about dyslexia that can be readily applied to clinical practice by speech-language pathologists. Topics include (a) theoretical and clinical frameworks for understanding dyslexia in relation to other language-based communication disorders, (b) the neurobiological basis of dyslexia, (c) the current state of dyslexia legislation, (d) issues around identification of dyslexia, (e) and evidence-based reviews of instruction for reading and writing.

Conclusion

Though there have been numerous papers written on the topic of dyslexia, this clinical forum is unique in that it is the only combination of articles to focus on dyslexia with the speech-language pathologist in mind.

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Early Identification of Dyslexia: Understanding the Issues

Purpose

The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.

Method

The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.

Conclusions

Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

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Five Ways Speech-Language Pathologists Can Positively Impact Children With Dyslexia

Purpose

The purpose of this epilogue is to offer five ways speech-language pathologists can positively impact children with dyslexia, drawing from and expanding on the articles presented in this clinical forum on dyslexia.

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Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Purpose

The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.

Method

First, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study.

Conclusion

We conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.

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Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis

Purpose

Interactive storybook reading (ISR) improves the picture labeling vocabulary of children who are deaf and hard of hearing (DHH). Vocabulary knowledge consistently predicts the later reading achievement of children who are DHH. In this study, ISR was modified to include teaching word meanings along with the vocabulary picture label.

Method

A multiple probe across behaviors single-case experimental design was implemented to determine the effects of ISR with word meaning instruction on picture labeling and word meaning knowledge of 6 preschoolers who are DHH and use spoken English. The student and teacher participants engaged in ISR for 15–20 min a day, 4 days a week for 3 weeks.

Results

A functional relation was established between ISR and the increase in the preschoolers' word labeling and meaning knowledge. The preschoolers' word knowledge was generalized and was maintained over time.

Conclusions

ISR may be an effective vocabulary labeling and word meaning instructional strategy for young children who are DHH and use spoken English. Teachers and related service providers who work with this population may want to implement ISR with word meaning in 1-to-1 or small groups to individualize the target vocabulary and maximize the benefit. Future researchers should replicate this to expand its generalizability to other subpopulations of children who are DHH.

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Why Children With Dyslexia Struggle With Writing and How to Help Them

Purpose

Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia.

Method

For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches.

Results

Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development.

Conclusions

Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.

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Language Sample Practices With Children Who Are Deaf and Hard of Hearing

Purpose

In this study, we aimed to identify common language sample practices of professionals who work with children who are Deaf/hard of hearing (DHH) who use listening and spoken language as a means to better understand why and how language sampling can be utilized by speech-language pathologists serving this population.

Method

An electronic questionnaire was disseminated to professionals who serve children who are DHH and use listening and spoken language in the United States. Participant responses were coded in an Excel file and checked for completeness. Descriptive statistics were used to analyze trends.

Results

A total of 168 participants participated in the survey. A majority of participants reported that they use language sampling as a part of their intervention when working with children who are DHH. However, approximately half of participants reported using norm-referenced testing most often when evaluating language of children who are DHH, regardless of the fact that they felt that language samples were more sensitive in identifying the errors of children who are DHH. Participants reported using language samples to monitor progress and set goals for clients. Participants rarely used language samples for eligibility and interprofessional collaboration.

Conclusions

Language samples offer a unique way to examine a child's language development that norm-referenced assessments are not sensitive enough to detect, particularly for children who are DHH. This offers insights into current practice and implications for the development of a more clearly defined language sample protocol to guide practices in the use of language samples with children who are DHH and use listening and spoken language.

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From Deficit Remediation to Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia

Purpose

In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative to the deficit view and explore how strengths-based approaches such as Universal Design for Learning can be used to support the overall well-being and development of students with dyslexia. Practical strategies are provided for applying a strengths-based approach in the speech-language pathologist setting to support students with dyslexia.

Method

We completed a focused literature review of the history of the deficit view of dyslexia, the alternate neurodiversity view, exceptional abilities related to dyslexia, and strategies for Universal Design for Learning.

Results

Although the research literature that deals with visual-spatial affordances associated with dyslexia is limited, there is significant evidence that a strengths-based approach to learning experience design can be leveraged by practitioners to improve student self-development, motivation, and academic outcomes.

Conclusion

We find that further research is needed to explore strengths associated with dyslexia and argue that a shift in mindset from the deficit view toward the neurodiversity view is required to build the capacity of students with dyslexia to thrive in learning and life.

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Associations Between Manual Dexterity and Language Ability in School-Age Children

Purpose

We aimed to determine whether individual differences in manual dexterity are associated with specific language skills (nonword repetition, receptive vocabulary, and receptive grammar) after controlling for nonverbal abilities (visual–spatial working memory and intelligence).

Method

We assessed manual dexterity using the pegboard task and examined relationships with verbal and nonverbal abilities in a diverse community sample of children (N = 63, mean age = 8;2 [year;months], range: 6;0–10;8) varying in language ability (Comprehensive Evaluation of Language Fundamentals–Fourth Edition core language score M = 105, range: 62–126; Semel, Wiig, & Secord, 2003).

Results

Correlational analyses indicated significant relationships between manual dexterity and performance on tests of nonword repetition, receptive vocabulary, receptive grammar, and nonverbal intelligence, after controlling for multiple comparisons. In regression analyses, manual dexterity remained a significant predictor of nonword repetition after controlling for nonverbal abilities and age. In contrast, manual dexterity was no longer significant in predicting receptive vocabulary or grammar when nonverbal intelligence was included as a factor in the model.

Conclusions

These findings build on prior work implicating poor fine motor control in child language disorders by identifying a robust relationship between manual dexterity and nonword repetition. Relationships between manual dexterity and receptive language abilities appear to be indirect and mediated by nonword repetition. For clinicians, the results underscore the importance of screening children with poor fine motor control for concomitant language impairments.

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Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy

Purpose

The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures.

Method

With a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten. Oral reading fluency was then assessed at the end of Grades 2–5. In this prospective, longitudinal study, predictive validity was estimated for the Caucasian and Hispanic students by examining the amount of variance the static and dynamic assessments explained and by referring to area under the curve and sensitivity and specificity values.

Results

The dynamic assessment accounted for variance in reading ability over and above the static measures, with fair to good area under the curve values and sensitivity and specificity. Classification accuracy worsened when the static measures were included as predictor measures. The results of this study indicate that a very brief dynamic assessment can predict with approximately 75%–80% accuracy, which kindergarten students will have difficulty in learning to decode up to 6 years into the future.

Conclusions

Dynamic assessment of decoding is a promising approach to identifying future reading difficulty of young kindergarten students, mitigating the cultural and linguistic bias found in traditional static early reading measures.

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Variability in Interpreting “Educational Performance” for Children With Speech Sound Disorders

Purpose

Speech sound disorders (SSDs) can have a negative impact on literacy development, social–emotional well-being, and participation across the life span. Despite this, many public schools do not provide appropriate or timely services to this population of children. In large part, this is a result of variation in how state and local agencies interpret “educational performance” as outlined within the Individuals With Disabilities Education Act. The purpose of this study was to explore which educational performance factors speech-language pathologists (SLPs) consider when determining eligibility for children with SSDs.

Method

This study surveyed public school SLPs to investigate how educational performance is interpreted for children with SSDs. Data from 575 SLPs across the United States are included.

Results

Results supported variability in interpretation of educational performance within a nationwide sample of SLPs. Specifically, SLPs appear to consider educational performance as multidimensional. We also found within-state and between-states variability, indicating ambiguity in interpreting federal mandates. Finally, caseload size and number of years of experience were significantly related to which educational performance factors SLPs chose.

Conclusion

There is significant variability across the United States with respect to factors considered part of educational performance for children with SSD. This variability reflects the general quality and specificity of guidelines and/or special education code published by individual states. Clinical and legislative recommendations are included.

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Understanding Dyslexia in the Context of Developmental Language Disorders

Purpose

The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills.

Method

We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia.

Results

We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia.

Conclusions

We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia—with and without comorbid DLDs—often have language deficits outside the phonological domain; (b) intervention should target a child's strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia.

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Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences

Purpose

We examined the association between language experience and elementary students' eligibility for special education in Massachusetts.

Method

A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.

Results

A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.

Conclusions

Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.

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Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

Purpose

Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children.

Method

In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia.

Results

Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia.

Conclusion

Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

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Young Children's Structure Production: A Revision of the Index of Productive Syntax

Purpose

The Index of Productive Syntax (IPSyn; Scarborough, 1990) is widely used to measure syntax production in young children. The goal of this article is to promote greater clarity and consistency in machine and hand scoring by presenting a revised version of the IPSyn (IPSyn-R) and comparing it with the original IPSyn (IPSyn-O).

Method

Longitudinal syntax production in 10 30- and 42-month-old typically developing children drawn from the Child Language Data Exchange System (MacWhinney, 2000) Weismer corpus was examined, using both the IPSyn-O and the IPSyn-R.

Results

The IPSyn-R provided nearly identical scores to the IPSyn-O with the exception of scores affected primarily by 1 modified noun phrase structure. Structures ranked as more advanced were produced less frequently. The results also reveal which of the IPSyn-R's 59 structures were most and least likely to be produced by this sample at these ages.

Conclusions

The qualitative and quantitative differences between the IPSyn-O and the IPSyn-R are relatively minor. The IPSyn-R can make it easier to score the IPSyn, both by clinicians and researchers, and facilitate the IPSyn's move to machine scoring of language samples.

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Reading Disabilities in Adolescents and Adults

Purpose

Reading skills continue to develop into adolescence and adulthood. Difficulties in reading have lifelong repercussions. Many speech-language pathologists who work with older individuals in the school setting face significant issues, including those mandated by recent changes in legislation. Theoretical topics related to reading development and disorders include the variety of orthographic systems across languages and the ways in which adults who are literate in an alphabetic orthographic system experience changes to their spoken and written language processing. In addition, older readers with intellectual or developmental disabilities may benefit from the use of leveled books and the inclusion of illustrations or drawings along with text.

Method

I completed a focused literature review regarding typical reading skills, dyslexia in adolescence and adulthood, recent changes in legislation, orthography, and the use of leveled books for adolescents and adults with intellectual or developmental disabilities.

Conclusions

Further study of reading in older individuals may lead to important theoretical and clinical applications. Speech-language pathologists should keep in mind the various components of reading (such as decoding and comprehension), how these factors relate to oral language, and how they may be addressed in therapy.

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Does Speaker Race Affect the Assessment of Children's Speech Accuracy? A Comparison of Speech-Language Pathologists and Clinically Untrained Listeners

Purpose

Some pronunciation patterns that are normal in 1 dialect might represent an error in another dialect (i.e., [koʊl] for cold, which is typical in African American English [AAE] but an error in many other dialects of English). This study examined whether trained speech-language pathologists and untrained listeners accommodate for presumed speaker dialect when rating children's productions of words. This study also explored whether effects of presumed race on perceived speech accuracy are mediated by individuals' knowledge and beliefs about AAE and their implicit attitudes about race.

Method

Multiple groups of listeners rated the accuracy of a set of children's productions of words that have a distinct pronunciation in AAE. These were presented in 1 of 3 conditions: paired with no visual stimulus (to assess baseline accuracy) or paired with either African American children's faces (to suggest that the speaker uses AAE) or European American children's faces (to suggest that the speaker does not use AAE). Listeners also completed a set of measures of knowledge and attitudes about AAE and race, taken from previous studies.

Results

Individuals in both groups rated children's productions more accurately when they were presented with African American children's faces than when paired with European American faces. The magnitude of this effect was generally similar across the 2 groups and was generally strongest for words that had been judged in the baseline condition to contain an error. None of the individual-differences measures predicted ratings.

Conclusions

Assumptions about speaker attributes affect individuals' assessment of children's production accuracy. These effects are robust across trained and untrained listeners and cannot be predicted by existing measures of knowledge and attitudes about AAE and race.

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Cognitive Neuroscience of Dyslexia

Purpose

This review summarizes what is known about the structural and functional brain bases of dyslexia.

Method

We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions.

Results

We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention.

Conclusion

Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.

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Service Provision for Children Who Are Hard of Hearing at Preschool and Elementary School Ages

Purpose

To characterize preschool and school services for children who are hard of hearing (CHH), we described service setting, amount, and configuration and analyzed the relationship between service receipt and student hearing levels and language scores. Characteristics of professionals providing services were described and then used to predict level of comfort with skills supporting listening and spoken language. The amount of provider communication with children's audiologists was also investigated.

Method

Participants included parents of CHH (preschool n = 174; school n = 155) and professionals (preschool n = 133; school n = 104) who completed interviews and questionnaires as part of a longitudinal study. Children's hearing, speech, and language data were collected from annual testing and analyzed in relation to service data.

Results

A majority (81%) of preschool-age CHH received services. Children were more likely to be in a preschool for children who are deaf or hard of hearing (CDHH) or exceptional children than a general education preschool. By elementary school, 70% received services, nearly all in general education settings. Sessions averaged twice a week for a total of approximately 90 min. Children who no longer received services performed significantly better on speech/language measures than those who received services, regardless of service setting. Professionals were primarily speech-language pathologists (SLPs) and teachers of CDHH. SLPs reported significantly less comfort with skills involving auditory development and hearing technologies and less frequent communication with the child's audiologists than teachers of CDHH. Overall communication with audiologists was more frequent in the preschool years.

Conclusions

As preschool-age CHH transition into school, the majority continue to qualify for services. Congruent with national trends, school-age CHH in the Outcomes of Children with Hearing Loss study were most often in general education settings. Without specialized preprofessional or postgraduate training, SLPs and teachers of CDHH did not report comfort with all the skills critical to developing listening and spoken language. This finding supports the need for increased implementation of interprofessional practice among SLPs and teachers of CDHH, as well as audiologists, to best meet the needs unique to this population.

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The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia

Purpose

The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs).

Method

In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia nationwide. The Decoding Dyslexia organization has chapters in all 50 states in the nation, and they have been instrumental in promoting public awareness of the importance of improving services for students with dyslexia. As a result, new legislation, policies and guidelines have been introduced and developed in many states. California is an example of 1 state that has recently passed legislation in this area and released guidelines that serve as recommendations related to this law. This article provides a broad overview of recent dyslexia legislation, with more specific information pertaining to recent legislation and guidelines in the state of California. Clinical implications for SLPs who serve this population in school settings are also discussed.

Conclusion

The information discussed in this article may serve as a useful model for states that are in the process of developing or revising their own policies or guidelines for meeting the needs of students with dyslexia.

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What Speech-Language Pathologists Need to Know About Dyslexia

Purpose

The purpose of this clinical forum is to provide a broad survey of up-to-date, evidence-based information about dyslexia that can be readily applied to clinical practice by speech-language pathologists. Topics include (a) theoretical and clinical frameworks for understanding dyslexia in relation to other language-based communication disorders, (b) the neurobiological basis of dyslexia, (c) the current state of dyslexia legislation, (d) issues around identification of dyslexia, (e) and evidence-based reviews of instruction for reading and writing.

Conclusion

Though there have been numerous papers written on the topic of dyslexia, this clinical forum is unique in that it is the only combination of articles to focus on dyslexia with the speech-language pathologist in mind.

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Early Identification of Dyslexia: Understanding the Issues

Purpose

The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.

Method

The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.

Conclusions

Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

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Five Ways Speech-Language Pathologists Can Positively Impact Children With Dyslexia

Purpose

The purpose of this epilogue is to offer five ways speech-language pathologists can positively impact children with dyslexia, drawing from and expanding on the articles presented in this clinical forum on dyslexia.

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Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Purpose

The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.

Method

First, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study.

Conclusion

We conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.

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Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis

Purpose

Interactive storybook reading (ISR) improves the picture labeling vocabulary of children who are deaf and hard of hearing (DHH). Vocabulary knowledge consistently predicts the later reading achievement of children who are DHH. In this study, ISR was modified to include teaching word meanings along with the vocabulary picture label.

Method

A multiple probe across behaviors single-case experimental design was implemented to determine the effects of ISR with word meaning instruction on picture labeling and word meaning knowledge of 6 preschoolers who are DHH and use spoken English. The student and teacher participants engaged in ISR for 15–20 min a day, 4 days a week for 3 weeks.

Results

A functional relation was established between ISR and the increase in the preschoolers' word labeling and meaning knowledge. The preschoolers' word knowledge was generalized and was maintained over time.

Conclusions

ISR may be an effective vocabulary labeling and word meaning instructional strategy for young children who are DHH and use spoken English. Teachers and related service providers who work with this population may want to implement ISR with word meaning in 1-to-1 or small groups to individualize the target vocabulary and maximize the benefit. Future researchers should replicate this to expand its generalizability to other subpopulations of children who are DHH.

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Why Children With Dyslexia Struggle With Writing and How to Help Them

Purpose

Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function—all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia.

Method

For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches.

Results

Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development.

Conclusions

Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.

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Language Sample Practices With Children Who Are Deaf and Hard of Hearing

Purpose

In this study, we aimed to identify common language sample practices of professionals who work with children who are Deaf/hard of hearing (DHH) who use listening and spoken language as a means to better understand why and how language sampling can be utilized by speech-language pathologists serving this population.

Method

An electronic questionnaire was disseminated to professionals who serve children who are DHH and use listening and spoken language in the United States. Participant responses were coded in an Excel file and checked for completeness. Descriptive statistics were used to analyze trends.

Results

A total of 168 participants participated in the survey. A majority of participants reported that they use language sampling as a part of their intervention when working with children who are DHH. However, approximately half of participants reported using norm-referenced testing most often when evaluating language of children who are DHH, regardless of the fact that they felt that language samples were more sensitive in identifying the errors of children who are DHH. Participants reported using language samples to monitor progress and set goals for clients. Participants rarely used language samples for eligibility and interprofessional collaboration.

Conclusions

Language samples offer a unique way to examine a child's language development that norm-referenced assessments are not sensitive enough to detect, particularly for children who are DHH. This offers insights into current practice and implications for the development of a more clearly defined language sample protocol to guide practices in the use of language samples with children who are DHH and use listening and spoken language.

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From Deficit Remediation to Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia

Purpose

In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative to the deficit view and explore how strengths-based approaches such as Universal Design for Learning can be used to support the overall well-being and development of students with dyslexia. Practical strategies are provided for applying a strengths-based approach in the speech-language pathologist setting to support students with dyslexia.

Method

We completed a focused literature review of the history of the deficit view of dyslexia, the alternate neurodiversity view, exceptional abilities related to dyslexia, and strategies for Universal Design for Learning.

Results

Although the research literature that deals with visual-spatial affordances associated with dyslexia is limited, there is significant evidence that a strengths-based approach to learning experience design can be leveraged by practitioners to improve student self-development, motivation, and academic outcomes.

Conclusion

We find that further research is needed to explore strengths associated with dyslexia and argue that a shift in mindset from the deficit view toward the neurodiversity view is required to build the capacity of students with dyslexia to thrive in learning and life.

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Associations Between Manual Dexterity and Language Ability in School-Age Children

Purpose

We aimed to determine whether individual differences in manual dexterity are associated with specific language skills (nonword repetition, receptive vocabulary, and receptive grammar) after controlling for nonverbal abilities (visual–spatial working memory and intelligence).

Method

We assessed manual dexterity using the pegboard task and examined relationships with verbal and nonverbal abilities in a diverse community sample of children (N = 63, mean age = 8;2 [year;months], range: 6;0–10;8) varying in language ability (Comprehensive Evaluation of Language Fundamentals–Fourth Edition core language score M = 105, range: 62–126; Semel, Wiig, & Secord, 2003).

Results

Correlational analyses indicated significant relationships between manual dexterity and performance on tests of nonword repetition, receptive vocabulary, receptive grammar, and nonverbal intelligence, after controlling for multiple comparisons. In regression analyses, manual dexterity remained a significant predictor of nonword repetition after controlling for nonverbal abilities and age. In contrast, manual dexterity was no longer significant in predicting receptive vocabulary or grammar when nonverbal intelligence was included as a factor in the model.

Conclusions

These findings build on prior work implicating poor fine motor control in child language disorders by identifying a robust relationship between manual dexterity and nonword repetition. Relationships between manual dexterity and receptive language abilities appear to be indirect and mediated by nonword repetition. For clinicians, the results underscore the importance of screening children with poor fine motor control for concomitant language impairments.

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Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy

Purpose

The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures.

Method

With a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten. Oral reading fluency was then assessed at the end of Grades 2–5. In this prospective, longitudinal study, predictive validity was estimated for the Caucasian and Hispanic students by examining the amount of variance the static and dynamic assessments explained and by referring to area under the curve and sensitivity and specificity values.

Results

The dynamic assessment accounted for variance in reading ability over and above the static measures, with fair to good area under the curve values and sensitivity and specificity. Classification accuracy worsened when the static measures were included as predictor measures. The results of this study indicate that a very brief dynamic assessment can predict with approximately 75%–80% accuracy, which kindergarten students will have difficulty in learning to decode up to 6 years into the future.

Conclusions

Dynamic assessment of decoding is a promising approach to identifying future reading difficulty of young kindergarten students, mitigating the cultural and linguistic bias found in traditional static early reading measures.

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Partial loudness at masker onset indicates temporal effects at supra-threshold levels

Publication date: Available online 24 October 2018

Source: Hearing Research

Author(s): Maarten F.B. van Beurden, Wouter A. Dreschler

Abstract

This study examines temporal effects both at threshold and at supra-threshold levels. The level needed to detect a short-duration 4.0-kHz signal was measured for signals presented with different onset delays relative to a 300-ms broadband noise masker: 100 ms and 5 ms before the onset of the masker and 5 ms and 100 ms after the onset of the masker. Loudness matches between the signal in quiet and the signal at the same four onset delays were obtained for five presentation levels of the short-duration signal and for three masker levels. The temporal effect was defined as the level difference between the signals near masker onset and the signals well before or well after masker onset, needed to reach threshold and/or achieve equal loudness. Both at threshold and at supra-threshold levels temporal effects were observed consistent with a decrease in gain at the masker frequency during the course of the masker. The temporal effect was not restricted to simultaneous masking, but was also found for backward masking. In both cases the temporal effects were stronger at supra-threshold levels than at threshold. This may be caused by a transient effect at masker onset. The almost simultaneous onset of the signal and the masker makes it difficult for subjects to separate signal from the masker, especially when the signal level is close to masked threshold.

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Partial loudness at masker onset indicates temporal effects at supra-threshold levels

Publication date: Available online 24 October 2018

Source: Hearing Research

Author(s): Maarten F.B. van Beurden, Wouter A. Dreschler

Abstract

This study examines temporal effects both at threshold and at supra-threshold levels. The level needed to detect a short-duration 4.0-kHz signal was measured for signals presented with different onset delays relative to a 300-ms broadband noise masker: 100 ms and 5 ms before the onset of the masker and 5 ms and 100 ms after the onset of the masker. Loudness matches between the signal in quiet and the signal at the same four onset delays were obtained for five presentation levels of the short-duration signal and for three masker levels. The temporal effect was defined as the level difference between the signals near masker onset and the signals well before or well after masker onset, needed to reach threshold and/or achieve equal loudness. Both at threshold and at supra-threshold levels temporal effects were observed consistent with a decrease in gain at the masker frequency during the course of the masker. The temporal effect was not restricted to simultaneous masking, but was also found for backward masking. In both cases the temporal effects were stronger at supra-threshold levels than at threshold. This may be caused by a transient effect at masker onset. The almost simultaneous onset of the signal and the masker makes it difficult for subjects to separate signal from the masker, especially when the signal level is close to masked threshold.

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Partial loudness at masker onset indicates temporal effects at supra-threshold levels

Publication date: Available online 24 October 2018

Source: Hearing Research

Author(s): Maarten F.B. van Beurden, Wouter A. Dreschler

Abstract

This study examines temporal effects both at threshold and at supra-threshold levels. The level needed to detect a short-duration 4.0-kHz signal was measured for signals presented with different onset delays relative to a 300-ms broadband noise masker: 100 ms and 5 ms before the onset of the masker and 5 ms and 100 ms after the onset of the masker. Loudness matches between the signal in quiet and the signal at the same four onset delays were obtained for five presentation levels of the short-duration signal and for three masker levels. The temporal effect was defined as the level difference between the signals near masker onset and the signals well before or well after masker onset, needed to reach threshold and/or achieve equal loudness. Both at threshold and at supra-threshold levels temporal effects were observed consistent with a decrease in gain at the masker frequency during the course of the masker. The temporal effect was not restricted to simultaneous masking, but was also found for backward masking. In both cases the temporal effects were stronger at supra-threshold levels than at threshold. This may be caused by a transient effect at masker onset. The almost simultaneous onset of the signal and the masker makes it difficult for subjects to separate signal from the masker, especially when the signal level is close to masked threshold.

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Effects of foot pronation on the lower limb sagittal plane biomechanics during gait

Publication date: Available online 23 October 2018

Source: Gait & Posture

Author(s): Renan A. Resende, Larissa S.P. Pinheiro, Juliana M. Ocarino

Abstract

Background

Increased foot pronation may compromise ankle plantarflexion moment during the stance phase of gait, which may overload knee and hip.

Research question

This study investigated the influence of increased foot pronation on lower limbs angular displacement, internal moments and power in the sagittal plane and ground reaction force and center of pressure displacement during the stance phase of gait.

Methods

Kinematic and kinetic data of 22 participants (10 women and 12 men) were collected while they walked wearing flat (control condition) and laterally wedged sandals to induce foot pronation (inclined condition). We used principal component analysis for data reduction and dependent t-test to compare differences between conditions with α = 0.05.

Results

The inclined condition increased forefoot range of motion (p < 0.001; effect size = 0.73); increased ankle plantarflexion angle (p < 0.001; effect size = 0.96); reduced ankle plantarflexion moment in mid and terminal stance phases and delayed and increased ankle plantarflexion moment in late stance (p < 0.001; effect size = 0.72); increased range of ankle power during late stance (p = 0.006; effect size = 0.56); reduced knee range of moment (p < 0.001; effect size = 0.76); increased range of knee power in early stance and reduced knee power generation in late stance (p = 0.005; effect size = 0.56); reduced the anterior displacement of the center of pressure (p < 0.001; effect size = 0.82) and increased the ground reaction force in the anterior direction (p = 0.003; effect size = 0.60).

Significance

Increased foot pronation compromises lower limb mechanics in the sagittal plane during the stance phase of gait. These findings are explained by the fact that foot pronation increases foot segments flexibility and compromises foot lever arm function during the stance of gait.

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The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction

Publication date: Available online 23 October 2018

Source: Gait & Posture

Author(s): I. Hanzlíková, J. Richards, K. Hébert-Losier, D. Smékal

Abstract

Background

Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear.

Research question

This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks.

Methods

Fifteen participants 2 – 10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded.

Results

The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without.

Significance

This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

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Partial loudness at masker onset indicates temporal effects at supra-threshold levels

Publication date: Available online 24 October 2018

Source: Hearing Research

Author(s): Maarten F.B. van Beurden, Wouter A. Dreschler

Abstract

This study examines temporal effects both at threshold and at supra-threshold levels. The level needed to detect a short-duration 4.0-kHz signal was measured for signals presented with different onset delays relative to a 300-ms broadband noise masker: 100 ms and 5 ms before the onset of the masker and 5 ms and 100 ms after the onset of the masker. Loudness matches between the signal in quiet and the signal at the same four onset delays were obtained for five presentation levels of the short-duration signal and for three masker levels. The temporal effect was defined as the level difference between the signals near masker onset and the signals well before or well after masker onset, needed to reach threshold and/or achieve equal loudness. Both at threshold and at supra-threshold levels temporal effects were observed consistent with a decrease in gain at the masker frequency during the course of the masker. The temporal effect was not restricted to simultaneous masking, but was also found for backward masking. In both cases the temporal effects were stronger at supra-threshold levels than at threshold. This may be caused by a transient effect at masker onset. The almost simultaneous onset of the signal and the masker makes it difficult for subjects to separate signal from the masker, especially when the signal level is close to masked threshold.

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Effects of foot pronation on the lower limb sagittal plane biomechanics during gait

Publication date: Available online 23 October 2018

Source: Gait & Posture

Author(s): Renan A. Resende, Larissa S.P. Pinheiro, Juliana M. Ocarino

Abstract

Background

Increased foot pronation may compromise ankle plantarflexion moment during the stance phase of gait, which may overload knee and hip.

Research question

This study investigated the influence of increased foot pronation on lower limbs angular displacement, internal moments and power in the sagittal plane and ground reaction force and center of pressure displacement during the stance phase of gait.

Methods

Kinematic and kinetic data of 22 participants (10 women and 12 men) were collected while they walked wearing flat (control condition) and laterally wedged sandals to induce foot pronation (inclined condition). We used principal component analysis for data reduction and dependent t-test to compare differences between conditions with α = 0.05.

Results

The inclined condition increased forefoot range of motion (p < 0.001; effect size = 0.73); increased ankle plantarflexion angle (p < 0.001; effect size = 0.96); reduced ankle plantarflexion moment in mid and terminal stance phases and delayed and increased ankle plantarflexion moment in late stance (p < 0.001; effect size = 0.72); increased range of ankle power during late stance (p = 0.006; effect size = 0.56); reduced knee range of moment (p < 0.001; effect size = 0.76); increased range of knee power in early stance and reduced knee power generation in late stance (p = 0.005; effect size = 0.56); reduced the anterior displacement of the center of pressure (p < 0.001; effect size = 0.82) and increased the ground reaction force in the anterior direction (p = 0.003; effect size = 0.60).

Significance

Increased foot pronation compromises lower limb mechanics in the sagittal plane during the stance phase of gait. These findings are explained by the fact that foot pronation increases foot segments flexibility and compromises foot lever arm function during the stance of gait.

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The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction

Publication date: Available online 23 October 2018

Source: Gait & Posture

Author(s): I. Hanzlíková, J. Richards, K. Hébert-Losier, D. Smékal

Abstract

Background

Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear.

Research question

This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks.

Methods

Fifteen participants 2 – 10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded.

Results

The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without.

Significance

This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

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Pioglitazone Represents an Effective Therapeutic Target in Preventing Oxidative/Inflammatory Cochlear Damage Induced by Noise Exposure.

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Pioglitazone Represents an Effective Therapeutic Target in Preventing Oxidative/Inflammatory Cochlear Damage Induced by Noise Exposure.

Front Pharmacol. 2018;9:1103

Authors: Paciello F, Fetoni AR, Rolesi R, Wright MB, Grassi C, Troiani D, Paludetti G

Abstract
Recent progress in hearing loss research has provided strong evidence for the imbalance of cellular redox status and inflammation as common predominant mechanisms of damage affecting the organ of Corti including noise induced hearing loss. The discovery of a protective molecule acting on both mechanisms is challenging. The thiazolidinediones, a class of antidiabetic drugs including pioglitazone and rosiglitazone, have demonstrated diverse pleiotrophic effects in many tissues where they exhibit anti-inflammatory, anti-proliferative, tissue protective effects and regulators of redox balance acting as agonist of peroxisome proliferator-activated receptors (PPARs). They are members of the family of ligand regulated nuclear hormone receptors that are also expressed in several cochlear cell types, including the outer hair cells. In this study, we investigated the protective capacity of pioglitazone in a model of noise-induced hearing loss in Wistar rats and the molecular mechanisms underlying this protective effects. Specifically, we employed a formulation of pioglitazone in a biocompatible thermogel providing rapid, uniform and sustained inner ear drug delivery via transtympanic injection. Following noise exposure (120 dB, 10 kHz, 1 h), different time schedules of treatment were employed: we explored the efficacy of pioglitazone given immediately (1 h) or at delayed time points (24 and 48 h) after noise exposure and the time course and extent of hearing recovery were assessed. We found that pioglitazone was able to protect auditory function at the mid-high frequencies and to limit cell death in the cochlear basal/middle turn, damaged by noise exposure. Immunofluorescence and western blot analysis provided evidence that pioglitazone mediates both anti-inflammatory and anti-oxidant effects by decreasing NF-κB and IL-1β expression in the cochlea and opposing the oxidative damage induced by noise insult. These results suggest that intratympanic pioglitazone can be considered a valid therapeutic strategy for attenuating noise-induced hearing loss and cochlear damage, reducing inflammatory signaling and restoring cochlear redox balance.

PMID: 30349478 [PubMed]

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Gene expression dataset for whole cochlea of Macaca fascicularis.

Related Articles

Gene expression dataset for whole cochlea of Macaca fascicularis.

Sci Rep. 2018 Oct 22;8(1):15554

Authors: Mutai H, Miya F, Shibata H, Yasutomi Y, Tsunoda T, Matsunaga T

Abstract
Macaca fascicularis is a highly advantageous model in which to study human cochlea with regard to both evolutionary proximity and physiological similarity of the auditory system. To better understand the properties of primate cochlear function, we analyzed the genes predominantly expressed in M. fascicularis cochlea. We compared the cochlear transcripts obtained from an adult male M. fascicularis by macaque and human GeneChip microarrays with those in multiple macaque and human tissues or cells and identified 344 genes with expression levels more than 2-fold greater than in the other tissues. These "cochlear signature genes" included 35 genes responsible for syndromic or nonsyndromic hereditary hearing loss. Gene set enrichment analysis revealed groups of genes categorized as "ear development" and "ear morphogenesis" in the top 20 gene ontology categories in the macaque and human arrays, respectively. This dataset will facilitate both the study of genes that contribute to primate cochlear function and provide insight to discover novel genes associated with hereditary hearing loss that have yet to be established using animal models.

PMID: 30349143 [PubMed - in process]

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Pioglitazone Represents an Effective Therapeutic Target in Preventing Oxidative/Inflammatory Cochlear Damage Induced by Noise Exposure.

Related Articles

Pioglitazone Represents an Effective Therapeutic Target in Preventing Oxidative/Inflammatory Cochlear Damage Induced by Noise Exposure.

Front Pharmacol. 2018;9:1103

Authors: Paciello F, Fetoni AR, Rolesi R, Wright MB, Grassi C, Troiani D, Paludetti G

Abstract
Recent progress in hearing loss research has provided strong evidence for the imbalance of cellular redox status and inflammation as common predominant mechanisms of damage affecting the organ of Corti including noise induced hearing loss. The discovery of a protective molecule acting on both mechanisms is challenging. The thiazolidinediones, a class of antidiabetic drugs including pioglitazone and rosiglitazone, have demonstrated diverse pleiotrophic effects in many tissues where they exhibit anti-inflammatory, anti-proliferative, tissue protective effects and regulators of redox balance acting as agonist of peroxisome proliferator-activated receptors (PPARs). They are members of the family of ligand regulated nuclear hormone receptors that are also expressed in several cochlear cell types, including the outer hair cells. In this study, we investigated the protective capacity of pioglitazone in a model of noise-induced hearing loss in Wistar rats and the molecular mechanisms underlying this protective effects. Specifically, we employed a formulation of pioglitazone in a biocompatible thermogel providing rapid, uniform and sustained inner ear drug delivery via transtympanic injection. Following noise exposure (120 dB, 10 kHz, 1 h), different time schedules of treatment were employed: we explored the efficacy of pioglitazone given immediately (1 h) or at delayed time points (24 and 48 h) after noise exposure and the time course and extent of hearing recovery were assessed. We found that pioglitazone was able to protect auditory function at the mid-high frequencies and to limit cell death in the cochlear basal/middle turn, damaged by noise exposure. Immunofluorescence and western blot analysis provided evidence that pioglitazone mediates both anti-inflammatory and anti-oxidant effects by decreasing NF-κB and IL-1β expression in the cochlea and opposing the oxidative damage induced by noise insult. These results suggest that intratympanic pioglitazone can be considered a valid therapeutic strategy for attenuating noise-induced hearing loss and cochlear damage, reducing inflammatory signaling and restoring cochlear redox balance.

PMID: 30349478 [PubMed]

from #Audiology via ola Kala on Inoreader https://ift.tt/2EFCWEr
via IFTTT

Gene expression dataset for whole cochlea of Macaca fascicularis.

Related Articles

Gene expression dataset for whole cochlea of Macaca fascicularis.

Sci Rep. 2018 Oct 22;8(1):15554

Authors: Mutai H, Miya F, Shibata H, Yasutomi Y, Tsunoda T, Matsunaga T

Abstract
Macaca fascicularis is a highly advantageous model in which to study human cochlea with regard to both evolutionary proximity and physiological similarity of the auditory system. To better understand the properties of primate cochlear function, we analyzed the genes predominantly expressed in M. fascicularis cochlea. We compared the cochlear transcripts obtained from an adult male M. fascicularis by macaque and human GeneChip microarrays with those in multiple macaque and human tissues or cells and identified 344 genes with expression levels more than 2-fold greater than in the other tissues. These "cochlear signature genes" included 35 genes responsible for syndromic or nonsyndromic hereditary hearing loss. Gene set enrichment analysis revealed groups of genes categorized as "ear development" and "ear morphogenesis" in the top 20 gene ontology categories in the macaque and human arrays, respectively. This dataset will facilitate both the study of genes that contribute to primate cochlear function and provide insight to discover novel genes associated with hereditary hearing loss that have yet to be established using animal models.

PMID: 30349143 [PubMed - in process]

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Enhancement of the Auditory Late Response (N1-P2) by Presentation of Stimuli From an Unexpected Location.

Enhancement of the Auditory Late Response (N1-P2) by Presentation of Stimuli From an Unexpected Location.

J Am Acad Audiol. 2018 Nov 23;:

Authors: Heacock RM, Pigeon A, Chermak G, Musiek F, Weihing J

Abstract
BACKGROUND: Passive electrophysiological protocols, such as the middle latency response and speech auditory brainstem response, are often advocated in the objective assessment of central auditory processing disorder (CAPD). However, few established electrophysiological protocols exist for CAPD assessment that have patients participate in active tasks which more closely approximate real-world listening. To this end, the present study used a discrimination task (i.e., oddball paradigm) to measure an enhancement of the auditory late response (N1-P2) that occurs when participants direct their auditory attention toward speech arising from an unexpected spatial location.
PURPOSE: To establish whether N1-P2 is enhanced when auditory attention is directed toward an unexpected location during a two-word discrimination task. In addition, it was also investigated whether any enhancements in this response were contingent on the stimulus being counted as part of the oddball paradigm.
RESEARCH DESIGN: Prospective study with a repeated measures design.
STUDY SAMPLE: Ten normal hearing adults, with an age range of 18-24 years.
DATA COLLECTION AND ANALYSIS: The N1 and P2 latencies and peak-to-peak amplitudes were recorded during a P300 paradigm. A series of repeated measures of analysis of variance and a correlation analysis was performed.
RESULTS: There was a significant effect of stimulus location, in which words arising from the unexpected location showed a larger N1-P2 peak-to-peak amplitude and an earlier N1 latency. This effect was seen regardless of whether or not participants had to count the word total in memory.
CONCLUSIONS: These findings suggest that spatial enhancement of the N1-P2 is a fairly robust phenomenon in normal hearing adult listeners. Additional studies are needed to determine whether this enhancement is absent or reduced in patients with CAPD.

PMID: 30350780 [PubMed - as supplied by publisher]

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Enhancement of the Auditory Late Response (N1-P2) by Presentation of Stimuli From an Unexpected Location.

Enhancement of the Auditory Late Response (N1-P2) by Presentation of Stimuli From an Unexpected Location.

J Am Acad Audiol. 2018 Nov 23;:

Authors: Heacock RM, Pigeon A, Chermak G, Musiek F, Weihing J

Abstract
BACKGROUND: Passive electrophysiological protocols, such as the middle latency response and speech auditory brainstem response, are often advocated in the objective assessment of central auditory processing disorder (CAPD). However, few established electrophysiological protocols exist for CAPD assessment that have patients participate in active tasks which more closely approximate real-world listening. To this end, the present study used a discrimination task (i.e., oddball paradigm) to measure an enhancement of the auditory late response (N1-P2) that occurs when participants direct their auditory attention toward speech arising from an unexpected spatial location.
PURPOSE: To establish whether N1-P2 is enhanced when auditory attention is directed toward an unexpected location during a two-word discrimination task. In addition, it was also investigated whether any enhancements in this response were contingent on the stimulus being counted as part of the oddball paradigm.
RESEARCH DESIGN: Prospective study with a repeated measures design.
STUDY SAMPLE: Ten normal hearing adults, with an age range of 18-24 years.
DATA COLLECTION AND ANALYSIS: The N1 and P2 latencies and peak-to-peak amplitudes were recorded during a P300 paradigm. A series of repeated measures of analysis of variance and a correlation analysis was performed.
RESULTS: There was a significant effect of stimulus location, in which words arising from the unexpected location showed a larger N1-P2 peak-to-peak amplitude and an earlier N1 latency. This effect was seen regardless of whether or not participants had to count the word total in memory.
CONCLUSIONS: These findings suggest that spatial enhancement of the N1-P2 is a fairly robust phenomenon in normal hearing adult listeners. Additional studies are needed to determine whether this enhancement is absent or reduced in patients with CAPD.

PMID: 30350780 [PubMed - as supplied by publisher]

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