Objectives: This study aims to examine the validity of two types of remote language screening tests (indirect questionnaire type vs direct observational type), and differences in performance of children as well as satisfaction of their mothers between these two types of remote language screening test. Methods: In total 40 children without any language deficits aged 3 to 6 and their mothers participated in this study. For statistical analysis, a Pearson correlation was conducted between the remote language screening tests (indirect questionnaire type and direct observation type); a PRES (Preschool Receptive-Expressive Language Scale) to find out the concurrent validity, and a paired t-test was conducted to find out if there are significant differences in the performance of the children and satisfaction of their mothers between the two types of screening tests. Additionally as a qualitative analysis, mothers’ preference among two types of the test was asked using an open ended survey. Results: The two types of tests (indirect, direct) showed strong positive correlation with one another. Regarding concurrent validity, both test types showed strong positive correlation with a standardized language test as well. There was no significant difference between the two types in both the performance of the children and the satisfaction of mothers as well. However, 85% percent of mothers preferred the direct observation type citing better accuracy as their reasoning. Conclusion: It is hoped that remote language screening tests can contribute to the implementation of non-face-to-face screening in clinical settings since it is highly validated. Furthermore both two types of tests can be used and complement each other.
Objectives: The purpose of this study is to find out whether there is a significant difference in comprehension and satisfaction with language screening test application according to the information provision type (text, video). Methods: This study examined the difference in comprehension and satisfaction with Language Screening test Applications according to the type of information provision for 20 Vietnamese mothers (10 in the text group and 10 in the video group) who have lived in Korea for more than 5 years, and raised children in pre-school age. Results: First, there was no statistically significant difference in the interaction between the information provision type and the pre- and post-evaluation, but there was a statistically significant difference in the pre- and post-comprehension and satisfaction according to the type of information provision. Second, as a result of the pre-post-statistics of the subcategory of the comprehension questionnaire, the text group showed significant differences in 2 out of 6 categories and the video group in 5 out of 6 categories. Third, as a result of the pre-post-statistics of the subcategory of the satisfaction questionnaire, the text group showed significant differences in 4 out of 5 categories and the video group in 4 out of 5 categories. Conclusion: It was found that the type of information provision had a positive effect on comprehension and satisfaction. Furthermore, this study suggests that by increasing the accessibility of the screening test application, the possibility of early screening and early intervention for children from multicultural families can be increased.
Objectives: Classifying children into two language ability groups, with and without language impairment, may underestimate the number of groups with distinct language ability patterns. In this study, we tried to classify the children based on their language performance. The purpose of this study was to identify the number and characteristics of latent language ability groups in Korean children. Methods: An unclassified sample of 147 Korean children aged 5 to 7 years participated in the study. Oral language skills in phonological (phonological awareness task), semantical (receptive vocabulary test), and syntactical (sentence repetition task) areas; language processing skills in processing capacity (non-word repetition task); and processing speed (rapid automatized naming task) were assessed. Latent profile analysis was conducted on the language measures. Results: Results indicated that a four-group model best represented the data, characterized by high performance in one group (15.7%), average skills in another group (65.8%), low processing speed in a third group (12.3%), and low grammaticality in a fourth group (6.2%). Conclusion: The latent profiles of language ability in Korean children seemed to be largely divided according to their level of language performance. However, in the group of children with low performance, the existence of different profiles was identified. This suggests that children with low performance may have difficulties learning language for two reasons: difficulties with either grammar or processing speed. Thus, assessing language abilities without testing both areas could potentially lead to misdiagnosis.
Objectives: This study aims to find which AAC type(high-tech, low-tech) and error type (omission, substitution, and inversion) is more influential to communication partners’ accuracy, acceptance, as well as the attitude of the AAC users. Methods: The error message scripts were constructed based on everyday life expressions; and omisson, substitution, and inversion error videos produced by high-tech and low-tech AAC. The participants of the study were AAC users’ family groups and 30 AAC inexperienced groups. The study participants watched the video and answered online questionnaires regarding interpretation accuracy, acceptance, and attitude of the AAC users. A three-way mixed ANOVA was used to confirm the difference in accuracy and acceptance; and in the case of attitude, the difference was analyzed through a two-way mixed ANOVA. Results: There was no difference between groups in the accuracy and acceptance of message interpretation according to the AAC type and message error type, however the difference according to the error type was found to be significant. In terms of accuracy analysis, high scores were recorded in the order of inversion, substitution, and omission error; and in the case of acceptance, high scores were recorded in the order of inversion, omission, and substitution. There was no significant difference in attitudes toward AAC users between groups. Conclusion: The results of this study suggest that in order for communication through AAC to be successful, direct intervention for AAC users and indirect intervention for communication partners must be provided together. Training for communication partners should be provided, along with interventions to minimize omission and substitution errors by AAC users.
Objectives: Counseling is an essential component of the treatment of communication disorders. Clinicians and students in the field have reported a necessity for the incorporation of counseling courses into speech-language pathology practice. Thus, the purpose of this study was to examine the current status of a counseling curriculum in the field of communication sciences and disorders, and to present the professors’ and speech-language pathologists’(SLP) perceptions of the counseling curriculum.Methods: A web-based questionnaire regarding the current status and need for the counseling curriculum was developed and distributed to professors in undergraduate and graduate programs and to SLPs in clinical settings. Responses from a total of 66 professors and 121 SLPs were collected and were used for the analysis.Results: Overall, 66.7% of undergraduate programs and 26.9% of graduate programs offer a counseling course within the department. Also, 100% and 85.1% of professors in undergraduate and graduate programs reported the need for counseling education and training in the field of communication disorders respectively. A strong majority of SLPs (95.7%) also felt counseling courses are needed. By clinical areas, SLPs working in language development disorders reported the highest need (25.4%) for counseling courses, followed by neurological disorders and fluency disorders.Conclusion: The results show that the need for counseling programs was high among professors and clinicians. Thus, the implementation of a systematic and adequate counseling curriculum in the field of communication disorders is suggested.
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