Background:The accent method (AM) of voice therapy is one of the holistic approaches for behavior readjustment technique (BRAT). Anatomic physiologic explanation for the accent method is the rhythmic pairing of timing with respiration and phonation which may promote motor learning of new phonatory behaviors that will enhance the Bernoulli's effect to restore the glottic wave. Hyperfunctional voice disorder is a non-physiological increase in tone of the vocal folds on phonation.
Background Language assessment in children using subjective and objective tests has been an issue to discuss. The aim of this study is to revise and prove the validity and reliability of the Arabic language test (ALT) for the age range from 2 to 4 years old. New design of the test format and test pictures was performed and tested on a pilot study of 30 normal children with no language problems, 15 in each 1 year age group, within the same age range of the standardization sample. The standardization sample on which the test was then applied was 400 normal Egyptian children in the age range from 2 to 4 years old 200 at 2–3 years old and 200 at 3–4 years old. Retesting was done on 30 children (15 in each group) to prove test-retest reliability, with an interval of 2 weeks. Validity of the test was done using, internal consistency validity, contrasted group validity, factorial validity, face validity, and judgment validity. In the contrasted group validity, a sample of 40 children with delayed language was used. Results All validity tests used gave significant scores that proved the high validity of the newly revised test. Also, reliability tests were highly significant. Conclusion The newly revised Arabic language test for 2–4 years old is a reliable and valid test to be used to evaluate language development and to detect language deficits among Egyptian children in the same age range.
Background: Clinicians use standardized assessments extensively in clinical and research settings to assess children's language skills and provide information for diagnosis, service eligibility, and intervention decisions. Aims:The study aimed at standardization of the newly designed and formatted "Arabic Language Test (ALT)" for the age range 4-8 years. Patients and Methods: Piloting of the test was done on 60 children with normal language development (15 from each one-year age) from 4-8 years old. The sample of standardization was 720 Egyptian children divided into four groups each of 180 children. Group A (4-5 years), group B (5-6 years), group C (6-7 years) and group D (7-8 years). 60 children were retested after 2 weeks by the same test to measure reliability (test-retest, Split half method and Alpha Cronbach). 80 children with language disordered were tested to measure validity (Internal consistency, contrasted group validity, judgement and face validities). Results: Highly significant scores were obtained for validity measures, as well as for reliability measures. Conclusion:The recently revised 4-8-year-old Arabic Language Test is a reliable and effective test that can be used to assess the language development of Egyptian children and detect language deficiencies in children of the same age.
Background Speech sound disorder is a communication disorder in which children have persistent difficulty saying words or sounds correctly. It refers to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments. Aim of the Work to construct an Arabic auditory bombardment therapy program and measure its effectiveness in treatment of functional speech sound disorder. Subjects and Methods This study was applied on 60 participants divided into 2 groups (30 for each group) with age ranging from 3-5 years diagnosed with functional speech sound disorder with or without language disorders, attending at the Phoniatrics outpatient clinic in Ain Shams University Hospitals. The test for identification of phonological processes was applied on 60 patients with speech sound disorder selected to participate in this study. These were divided in to 2 groups (Group (1) received only the conventional therapy while group (2) received auditory bombardment in addition to the conventional therapy for 3 months) and the test was repeated again after therapy. Results Group (2) showed high significant difference (improvement) in consonant assimilation, voicing change, final consonant deletion, palatal fronting, gliding, lateralization and glottal replacement while group (1) showed high significant difference (improvement) in syllable deletion and partial cluster reduction. Conclusion The present study showed that application of auditory bombardment therapy program in addition to conventional therapy has high significant improvement than conventional therapy alone.
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