Communication Disorders In Children Research Articles

Robotic assistants for the rehabilitation of communication disorders in children: A proposal based on MTO manufacturing for developing countries

Language is fundamental to human communication, allowing individuals to express and exchange ideas, thoughts, and emotions. In early childhood, some children experience communication disorders that impede their ability to articulate words correctly, posing significant challenges to their learning and development. This issue is exacerbated in developing countries, where limited resources and a lack of technological tools hinder access to effective speech therapy. Traditional speech therapy remains vital, but the latest technological advancements have introduced robotic assistants to enhance therapy for communication disorders. Despite their potential, these technologies are often inaccessible in developing regions due to high production costs and a lack of sustainable manufacturing models. For these reasons, this paper presents “FONA,” a robotic assistant that employs rule-based expert systems to provide tactile, auditory, and visual stimuli. FONA supports children aged 3 to 6 in speech therapy by delivering exercises such as syllable production, word formation, and pictographic storytelling of various phonemes. Notably, FONA was successfully tested on children with cochlear implants, reducing the number of sessions required to produce isolated phonemes. The paper also introduces an innovative analysis of the Make To Order (MTO) manufacturing system for producing FONA in developing countries. This analysis explores two key perspectives: collaborative networks and entrepreneurship, offering a sustainable production model. In a pilot experiment, FONA significantly improved children’s attention spans, increasing the period by 17 min. Furthermore, the economic analysis demonstrates that producing FONA through collaborative networks can significantly reduce costs, making it more accessible to institutions in developing countries. The findings suggest that the project is viable for a five-year period, providing a sustainable and effective solution for addressing communication disorders in children.

Design and evaluation of a serious video game to treat preschool children with speech sound disorders

Speech sound disorder (SSD) is one of the most common communication disorders in children, which must be diagnosed and treated in childhood to prevent its negative psychological, occupational, and social consequences in adulthood. The use of serious games is one technology that could help treat SSD. This study aims to design and evaluate the usability of a digital game for 3–6-year-old children. This developmental study was carried out in three main stages: determining information requirements, designing and developing a digital game, and evaluating the usability of the designed game. In the first stage, the consonants, syllables, words, and sentences that should be used in the game were determined through focus group sessions and a questionnaire completed by 30 speech-language pathologists (SLPs) in two Delphi rounds. In the designing and developing stage, the game design document was first written, and then sketches and wireframes were drawn based on this document. Then, the game was developed in the second phase using Java programming language. In the third stage, the usability of the designed game was evaluated by six experts and 22 SLPs using Nielsen's usability heuristics and the Post-Study System Usability Questionnaire (PSSUQ), respectively. Also, the usability of the game was evaluated by ten children. To determine the information requirements, SLPs confirmed 23 consonants, 138 syllables, 564 words, and 69 sentences to teach children the game. According to Nielsen's usability heuristics, the designed game had 23 unique usability problems with a mean severity of 2.29. "User control and freedom," with five usability problems, was the most frequently identified problem, and "error prevention," with a mean severity of 3.83, was the most severe problem. The results of the SLPs’ evaluation also showed that the "interface quality" of the designed game obtained the highest score, with a mean score of 6.25 out of 7. Also, 100% of children stated that the game was designed beautifully, and 90% of children also liked the game. A serious game designed for children with SSDs achieved satisfactory results in usability evaluation. Therefore, this smartphone-based game can be easily used among these children to provide fun therapy sessions under the supervision of parents.

A PROPOSED METHOD FOR SPEECH AND LANGUAGE TESTING WITHIN A HEARING SCREENING PROGRAM FOR CHILDREN STARTING SCHOOL

This article sets out a proposal for how one might expand hearing screening in school children so as to include testing of speech mastery. From 2008 to 2019, the Institute of Physiology and Pathology of Hearing (IPPH) implemented a program to screen the hearing of Polish children starting school, covering over 1 million children. Its success prompted the development of a screening model to cover the entire process of verbal communication. One result was the "Equal Start in Education", a program implemented from 2019 to 2022 in the Lublin province, otherwise known as the "Lublin Program for Early Detection and Therapy of Communication Disorders in Children Starting School". It was conducted by the University Children’s Clinical Hospital in Lublin and the Maria Curie-Sklodowska University, in cooperation with IPPH, and was designed to assess hearing, auditory processing, voice, and speech-language. The program was successful in addressing various issues related to the screening of all communication skills. Here we present findings from the program and propose a testing procedure used to evaluate speech. The screening procedure might be applied more widely in the future, and could diagnose those children requiring audiological and speech-language therapy.

Clinical Practice in Childhood Dysarthria: An Online Survey of German-Speaking Speech-Language Pathologists.

This survey study aimed to establish current clinical practices of German-speaking speech-language pathologists (SLPs) regarding their assessment and treatment of communication disorders in children with neurological conditions, with a particular focus on the management of childhood dysarthria. A 23-question cross-sectional online survey was disseminated to practicing SLPs in Germany, Austria, and Switzerland via relevant professional bodies. SLPs were invited to provide information on their current assessment and treatment practices. Demographic data including case load and clinical settings were also gathered to contextualize practices. One hundred two SLPs responded to the survey, of which 68 valid responses were analyzed. German-speaking SLPs comprehensively assess and treat various aspects of overall communication, language, and swallowing functions in children with neurological conditions. Speech motor aspects did not represent a main intervention focus. In cases where the dysarthric component was targeted, specific approaches for childhood dysarthria were rarely used. Instead, SLPs reported using approaches developed for speech disorders other than dysarthria. German-speaking SLPs working with children with neurological conditions use various assessment and treatment methods to support children's communication. However, dysarthria-specific approaches were not an established part of clinical practice. Results of the survey highlight the need for access to relevant developments in German and for evaluation of current curricula for speech-language pathology students and continuing education opportunities for practicing clinicians.

Review of intervention methods for language and communication disorders in children with autism spectrum disorders.

In recent years, the number of patients-particularly children-with autism spectrum disorder (ASD) has been continually increasing. ASD affects a child's language communication and social interaction to a certain extent and has an impact on behavior, intelligence level, and other aspects of the child. Data indicates that 40% to 70% of children with ASD experience language developmental delays, which are mainly manifested as lack of language or language developmental delay, self-talk, use of stereotyped language, parroting, et cetera. A language communication disorder is a major symptom of ASD and is the most common reason for patients to visit a doctor. Therefore, language intervention training and communication skills have been made a cornerstone of autism intervention. However, a literature search has revealed that most studies only examine certain intervention methods or a combination of two or three intervention methods, which cannot be used by therapists or rehabilitation teachers. Therefore, this article summarizes relevant literature on language communication training for ASD children at home and abroad and briefly introduces the characteristics and training methods of language disorders in children with ASD in order to provide some ideas and references for relevant researchers and practitioners.

Consensus on an assessment protocol for children with speech sound disorders in Sri Lanka.

Speech sound disorders (SSDs) are the most common form of communication disorders in children. SSD have an impact on children's abilities to make themselves understood to their listeners and can influence a child's social and emotional well-being as well as their academic achievements. Therefore, it is important to identify children with an SSD early, in order to provide appropriate intervention. A wealth of information on best practice in the assessment of children with SSD is available in countries where the speech and language therapy profession is well established. In Sri Lanka, there is a paucity of research evidence supporting assessment practices that are culturally and linguistically appropriate in SSDs. Therefore, clinicians rely on informal assessment methods. There is a need to understand more about how clinicians in Sri Lanka assess this caseload in order to get general agreement regarding comprehensive and consistent procedures for assessment of paediatric SSD in Sri Lanka. This would support speech and language therapists' (SLTs') clinical decision-making in relation to choice of appropriate goals and intervention for this caseload. To develop and gain consensus on an assessment protocol for Sri Lankan children with SSD that is culturally appropriate and based on existing research. A modified Delphi method was utilised to gather data from clinicians currently working in Sri Lanka. The research involved three rounds of data collection, exploring current assessment practices in Sri Lanka, ranking these in order of priority and establishing consensus on a proposed assessment protocol. The proposed assessment protocol was based on the results of the first and second rounds as well as previously published best practice guidelines. The proposed assessment protocol achieved consensus in relation to content, format and cultural appropriateness. SLTs affirmed the usefulness of the protocol within the Sri Lankan context. Further research is required to assess the feasibility and effectiveness of this protocol in practice. The assessment protocol supports practicing SLTs with a general guide to assessing children with suspected SSDs in Sri Lanka. The application of this protocol built upon consensus enables clinicians to improve their individual practice patterns based on best practice recommendations in the literature and the evidence on culturally and linguistically appropriate practices. This study has identified the need for further research in this area, including the development of culturally and linguistically specific assessment tools that would complement the use of this protocol. What is already known on the subject The assessment of children with speech sound disorders (SSDs) requires a comprehensive and holistic approach due to their heterogeneous nature. Although there is evidence to support the assessment of paediatric SSDs in many countries where the profession of speech and language therapy is established, there is limited evidence to support the assessment of children with SSDs in Sri Lanka. What this study adds This study provides information about current assessment practices in Sri Lanka and consensus on a proposed culturally appropriate protocol for the assessment of children with SSDs in this country. What are the clinical implications of this work? The proposed assessment protocol provides speech and language therapists in Sri Lanka with a guide for assessment of paediatric SSDs to support more consistent practice in this area. Future evaluation of this preliminary protocol is required; however, the methodology used in this research could be applied to the development of assessment protocols for other range of practice areas in this country.

Pedagogical conditions for correcting the consequences of child abuse

The subject of the study is the pedagogical conditions for the correction of communication disorders in children who have been subjected to abuse in the family. The study was based on the assumption that anxiety and hostility are dominant in the minds of such children. Timely work with the emotional sphere of the child, correction of the sphere of communication can correct negative influences. The author examines in detail the implementation of pedagogical conditions: conducting special classes with children in order to overcome anxiety in the process of communication; involving children in leisure activities aimed at reducing hostility towards adults; participation of children in field events aimed at developing positive emotions. The novelty of the study lies in the fact that the pedagogical conditions for correcting communication disorders have been experimentally tested. The author comes to the following conclusions: 1. Conducting special classes with children in order to overcome anxiety in the process of communication helps to express their feelings, activate communication between a child and an adult, form various means of communication, develop dialogic speech. 2. Involving children in leisure activities aimed at reducing hostility towards adults; allows an adult to manifest himself as an assistant and defender, with whom you can communicate without fear, jointly achieving your goals. 3. Participation of children in field events aimed at the development of positive emotions allows to increase the social context of communication of the child, to expand the circle of adults with whom the pupil would interact.

Communication Disorders in Children with Cerebral Palsy

The current article presents results of a theoretical study on the communicative development of children with cerebral palsy. Key features of motor and sensory development manifestations have been outlined, which directly correspond to the development of language and speech competencies. The main characteristics of impressive and expressive speech have been highlighted. Communicative abilities have been described as essential in connection with the psycho-emotional inclusion of children in social life. The impact of children’s communication skill violation has been emphasized, as well as the importance of the environment in which they develop and the opportunities provided to them.

Relationship Between Speech Sound Disorders and Neuropsychological Skills (Language and Attention skills) in Children Mediated by Parenting Styles and Maternal Depression

Background and Aims Speech sound disorder (SSD) is a type of communication disorders in children where normal process of speech sound learning is disrupted. Children with SSD have errors in the expression of speech sounds that can make it difficult for others to understand what they say. The present study aims to assess the relationship of neuropsychological skills (language and attention skills) with SSD mediated by the parenting styles (authoritarian, authoritative, and permissive) and maternal depression. Methods This is an analytical, descriptive, correlational study using structural equation modeling (SEM). A total of 117 preschool children agef 4–6 years with SSD and their mothers were recruited using a purposive sampling method from among those refereed to speech and language therapy clinics and kindergartens in Isfahan, Iran. The SSD was screened using the test proposed by Ahmadi et al. Conners’ neuropsychological assessment test, Baumrind’s parenting style inventory, and Beck depression inventory were completed by the mothers of children. The data were analyzed in AMOS software using the correlation test, regression analysis, path analysis, and SEM. Results The statistical analysis showed that the correlation of language skills with SSD was significant (P=0.019 <0.05). However, the correlation was not significant when mediated by the parenting styles (P=0.665 for authoritarian style; P=0.306 for authoritative style; P=0.164 for permissive style) and maternal depression (P=0.546>0.05). On the other hand, the correlation of attention skills with SSD was not significant (P=0.361 >0.05), not even after medication by the parenting styles (P=0.686 for authoritarian style; P=0.315 for authoritative style; P=0.849 for permissive style) and maternal depression (P=0.393>0.05). However, in the attention model, the correlation of permissive parenting style with SSD was significant (P=0.026 <0.05). Conclusion Language skills have a significant direct correlation with SSD in children, indicating that the increase of language problems in children can increase their errors in making sounds (phonemes). The attention skills has no significant correlation with SSD even after mediation by the parenting styles and maternal depression. The permissive parenting style has a significant negative correlation with SSD.

The current practices of Australian speech-language pathologists in providing communication services to children with autism spectrum disorder

Purpose Evidence-Based Practice (EBP) is fundamental to speech-language pathology practice. Australian speech-language pathologists (SLPs) who treat communication disorders in children with autism spectrum disorder (ASD) face unique challenges in implementing EBP. Challenges may include selecting an intervention from a myriad of available interventions for use within a complex population. Identification of current practices of Australian SLPs in communication service provision to children with ASD will provide a baseline for use of EBP and may guide future efforts to engage in EBP. Method A total of 109 Australian SLPs who provide communication services to children with ASD completed an online survey. Descriptive and inferential statistics were used to analyse service delivery and participant experiences of EBP. Result The most common barrier to delivering EBP was inadequate resources. The most utilised strategy was discussing evidence with colleagues. Most participants reported using therapies which did not adhere to a standard protocol, such as eclectic approaches. The majority also reported use of outcome measures which they believe adequately represent functional communication changes for their client. Conclusion Resource limitations may result in over-reliance on interventions lacking empirical support and over-reliance on subjective outcome measurement tools. Reflective practice and self-evaluation of communication services to children with ASD may support improved provision of EBP.

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Communication Disorders among Children in a Developing Country, Nigeria

Background: Communication disorders in children are an invisible disability posing challenges to otorhinolaryngologist in developing countries. The aim of this study was to determine the prevalence, sociodemographic features, aetiology, types of communication disorders among under 18 years children attending our facility. Methods: This was a prospective study conducted in ear, nose and throat department in a Nigerian university teaching hospital, from June 2014 to May 2019. Data were obtained by using pretested interviewers assisted questionnaires from consented patients and analyzed using SPSS version 20.0. Results: Prevalence of communication disorder was 16.1%. Male was 68.2% with male to female ratio of 2.1:1. Communication disorder is commoner in first child 58.1% and detected by mother in 70.5% cases. Major cause was due to infection in 68.2%. Large percentage of communication disorder were language disorder in 60.8% and speech disorders which constitute 39.2% with associated varying degrees of hearing impairment in 78.8% of them. Sensorineural hearing impairment was noted in 69.6% cases. Language disorders were delayed speech & language, mutism and specific language impairment in 22.6%, 16.6% and 14.7% respectively. Major speech disorder was articulation problem in 15.7%. Main sources of referral were 52.5% from paediatrician while 30.9% was from general practitioners. Conclusions: There was high prevalence of communication disorder which was associated with high prevalence of hearing impairment. The major causes were infection with inadequate obstetrics management.

Telehealth and autism: Are telehealth language assessments reliable and feasible for children with autism?

Access to timely and appropriate speech-language pathology (SLP) services is a significant challenge for many families. Telehealth has been used successfully to treat a range of communication disorders in children and adults. Research examining the use of telehealth for children with autism has focused largely on diagnosis, parent-implemented interventions, and behavioural interventions involving interactions between clinicians and parents. There is, however, very limited research into the use of telehealth directly to assess or intervene with children with autism. This paper reports the outcomes of a study of telehealth language assessments with primary school-aged children with autism. To evaluate the reliability and feasibility of telehealth language assessments for school-aged children with autism. The language skills of 13 children with autism aged 9-12 who attended mainstream schools or support classes were assessed using the Clinical Evaluation of Language Fundamentals-4th Edition. An SLP delivered and scored four subtests of the assessment via telehealth from a remote location. A second SLP at the same location as the child co-scored the online subtests to provide a measure of reliability and delivered the remaining subtests. The local SLP completed checklists in both conditions to provide observations regarding behaviour. Parent feedback was elicited via survey. There was strong interrater reliability between the telehealth and face-to-face conditions (correlation coefficients ranged from r = 0.919 to 0.990 across the subtests and Core Language Score) and good agreement between clinicians on all measures. Analysis using the Wilcoxon Signed Rank test indicated no significant differences in children's behaviour between the telehealth and face-to-face conditions, although variation between individuals was observed. Parents provided generally positive feedback about the use of telehealth for the assessments. The findings of this study provide preliminary support the use of telehealth assessments of school-aged children with autism. Comparison of telehealth and face-to-face assessment scores showed high agreement and correlation, and while the children showed individual differences in their behaviour during the telehealth sessions, there was no clear difference between the conditions at the group level. The findings suggest that telehealth may present a reliable and feasible approach to the assessment of language for children with autism in some circumstances as a primary or adjunct service model, while acknowledging that individual differences among these children may be important to consider when planning both assessment and intervention via telehealth.

Paediatric mental health training to school teachers in London, UK

IntroductionThe British National Foundation for Educational Research poll found that two thirds of school teachers feel they lack the appropriate training to help identify mental health issues in pupils.1 National Foundation for Education Research, http://www.gov.uk/government/uploads/DFE-June2015.I contacted 10 schools in London and teachers gave similar responses to the above poll, stating teachers did not feel confident identifying or managing common mental health issues in children and adolescents aged 5–18.AimTo deliver mental health training in a user friendly way to teachers and enable them to identify common mental health issues in young people.ObjectivesAddress underlying concerns teachers have regarding pupils mental health. Discuss strategies to manage common mental health issues.MethodI delivered a 2-hour training workshop to 25 teachers in two different schools in London, June 2016. The training included a lecture on emotional/behavioural and communication disorders in children. There was interactive discussion with teachers, discussing various scenarios, such as children becoming tearful, showing limited eye contact and displaying aggressive behaviour. We discussed how teachers were dealing with this and how better they could manage the situation.ResultsI got excellent feedback from teachers, 100% of teachers found the training very useful and would like to have more training of this kind in the future. A multidisciplinary approach is needed to improve the management of mental health in young people.ConclusionsThere is a gap in the knowledge teachers have on mental health within the young people and the stigma of mental health makes it more difficult for teachers to address these issues.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

Развитие коммуникации у детей с расстройствами аутистического спектра в Соединенных Штатах Америки и России

The article presents an analysis of theoretical principles and methodological approaches within the framework of research schools both in the United States and Russia; these schools provide the basis for the development of effective learning and communication skills for children with Autism Spectrum Disorders (ASD). The authors consider the indicators for communication disorders in children with ASD, as well as the main strategies for overcoming them in the context of utilizing verbal behavior analysis (B.F. Skinner, M.L. Sundberg, J.W. Partington, and M.L. Barbera - USA), the tradition of cultural-historical psychology (L.S. Vygotsky, D.B. Elkonin, B.D. Elkonin - Russia), reflective-activity approach (A.N. Leontiev, V.K. Zaretsky – Russia), the theory of systemic dynamic localization of higher mental functions(A.R. Luria – Russia), and method of ”replacing ontogenesis” (B.A. Arkhipov, A.V. Semenovich Russia). Despite the differences in methodologies used by American and Russian scholars, the most important idea is that the researchers and practitioners of both schools have common goal: to concentrate their efforts on developing social interaction skills in children with ASD, which helps them to better adjust in their lives and function in the social environment.

Cognitive–communication disorders in children with traumatic brain injury

Children with moderate to severe traumatic brain injury (TBI) are at risk of developing cognitive-communication disorders that have devastating effects on their school life, family life, and social life. These problems can be difficult for families to describe and may be overlooked by community-based providers who are unfamiliar with TBI sequelae. To support the identification and management of cognitive-communication disorders, we review the common signs and symptoms of these disorders in children with TBI and discuss principles of assessment and intervention.

Nature and onset of communication disorder in pediatrics with HIV

American Speech-Language Association (ASHA) and the International Association of Physicians in AIDS Care (IAPAC) reported that speech-language and hearing disorders that occur as a direct or indirect consequence of HIV-infection are so common. However there has been little research into the nature and onset of such communication disorders in children living with HIV. Therefore the purpose of the study is to understand about the nature and onset of audiological and speech-language disorders of a group of children with HIV for the better management. In methodology 67 children (4–16 years, mean: 11.06) with HIV infection took part in the study. Otoscopic examination, Pure-tone and Impedance audiometry, REELS, SECS, PAT, FDA and BUFFALO-III was used to assess. In result, 22/67 individuals had hearing loss, 17/67 had swallowing disorder, 21/67 individuals had voice problems. Language development was delayed in 21/67 of the individuals at the pragmatic and syntactic level and 7/67 had the deviant language. There was negative correlation (r=−0.932) between the duration of HIV infection and degree of severity of communication disorders in the participants.

Prevalence of speech and communication disorders in children with CP

Cerebral palsy (CP) is the most common cause of physical impairment in children. The physical disabilities have been the hallmark of CP for a long period of time. Fortunately, over the last few years more attention has been deservedly focused on the associated impairments of CP. This is not only reflected by the revised definition of CP in 2007, or by using the International Classification of Functioning, Disability and Health framework to provide a functional approach for daily activity and participation of the child with CP, but also by more studies reporting on associated impairments of CP. The severity of the motor impairment, as well as the associated impairments, such as disturbances of sensation, perception, cognition, communication, and behavior, are different for each child with CP resulting in a large variability in functioning in all domains. The widely used and adapted classification systems (Gross Motor Function Classification System and Manual Ability Classification System) provide a more detailed and straightforward description of the level of the gross and fine motor skills of children with CP. In contrast, a classification system for communication is currently being developed and implemented. In addition, clinical studies reporting on level of communication skills or speech and language abilities of children with CP are still limited or dated. The study of Sigurdardottir and Vik is to be commended for the effort to report on speech, expressive language, and verbal cognition of preschool children with CP in Iceland. This study is a valuable contribution to the trend of increasing interest in communication abilities in children with CP. As the study highlights too, it is important to distinguish between communication, speech, (expressive) language, and verbal cognition. Because of the multiple aspects that accompany communication and language, it is necessary to use a detailed description of both elements in order to establish more detailed comparison of results between different (future) studies. The study by Sigurdardottir and Vik reports that 84% of the children communicated verbally. However, in this study, children using sentences (or phrases of at least three words) or producing one-word utterances were considered verbal communicators. This is effective in making a clear distinction between a verbal and non-verbal group, but doesn’t yield the impaired language skills that still exist when 5-year-old children only communicate with one-word utterances, phrases, or three-word sentences. Sixteen percent of the children were non-verbal while in a similar study of Andersen et al. (not referred to by the authors), 28% of the children had severely impaired or no speech. A distinction between normal, impaired but understandable, and severely impaired or no speech (as used in Andersen et al.) would enhance clarity and insights of prevalence of speech and communication disorders in children with CP. Another matter of concern is that of the 21 children using augmentative and alternative communication (AAC) methods, none used technology with speech output and no children used AAC methods to express phrases. Similar findings are reported in the study of Andersen et al. where only 28 (34%) of 82 children with severely or no speech communicated with the help of pictures or pictograms. There is a compelling need in the interests of the child with severe CP to investigate why this is the case. Furthermore, it is a challenge to achieve early introduction and continued use of AAC devices for children with difficulties in communication abilities. More reports and detailed studies of the communication, speech, and language skills of children with CP can contribute to the importance of these topics and underline the need of early interventions and adequate assessment tools (intellectual and language assessment of severely affected children with unintelligible or no speech is difficult) to investigate, improve, and optimize the communication, speech and language skills of children with CP. The authors of the present study are encouraged to continue with their research and conduct follow-up studies with more in-depth analyses in this matter.

Guest editors' comments.

We are pleased to offer this special issue of the Journal of Speech-Language Pathology and Applied Behavior Analysis on bridging the gap between the conceptual foundations of speech and language and the treatment procedures used in speech-language pathology (SLP). Our aim in putting this special issue together was to provide the practitioner with a behavioral analytic view of speech and language that is conceptually more consistent with the behavioral treatment widely used in remediating communication disorders in children and adults. Currently, most speech-language pathologists (SLPs) who routinely use the behavioral treatment methods accept the linguistic and cognitive theories in understanding language and language development. Linguistic and cognitive theorists, being mentalistic as well as nativistic, seem unable to derive their own useful treatment procedures from their theories. Treatment of communication disorders, by nature, is experimental, and experimental approaches are based on the philosophy and methods of natural science. The behavioral view of language and language development is a natural science account, as opposed to a cognitive, mentalistic, and nativistic approach. It is precisely for this reason that the behavioral approach has generated experimentally verified treatment procedures. Therefore, adopting a natural science account of verbal behavior--a preferred substitute for language--would be more consistent with experimentally based treatment procedures. Conceptual and treatment consistency is not the only advantage of adopting the verbal behavior view of language. It helps the SLPs avoid spurious, speculative, and untestable theories of language and language acquisition. The verbal behavior view eliminates the contradiction of holding a nativistic view of language while trying to modify speech-language behaviors through environmental changes. The behavioral view will help SLPs target functional (cause-effect) language units in assessment and treatment, instead of unstable or unreliable linguistic categories that are unrelated to potential independent variables. Many other advantages are likely to follow with an approach that integrates the basic analysis of language with experimental treatment procedures. This issue consists of six papers that offer a glimpse of various aspects of Skinner's Verbal Behavior. While the first four papers offer perspectives on the behavioral analysis of language and language development, the last two illustrate the applied aspects of that analysis. Hegde's paper gives a historical background to the publication of Skinner's Verbal Behavior and the linguistic criticisms that followed. The paper then goes on to summarize the various functional units of verbal behavior, an understanding of which is essential to appreciating Skinner's analysis. Dr. Hegde points out the clinical implications of functional units as opposed to linguistic structural units for the work of SLPs. The next paper by McLaughlin offers a behavioral analysis of child language development. Dr. McLaughlin points out that the behavioral view is in fact better able to account for the documented facts of language development in children. Although there has been much research to show that verbal interactions between children and their caregivers are the basis of language learning, the distorted view that only cognitive-nativistic view of language development is valid persists in many textbooks. Dr. McLaughlin counters the generally accepted but unjustified criticism that the behavioral view cannot account for language development in children. Weitzman's paper, next in the series, addresses what linguists consider a difficult issue for behavioral analysts. …

〈小児の後天性高次脳機能障害によるコミュニケーション障害とその指導〉脳外傷による小児のコミュニケーション障害:前頭葉障害の1例の回復経過

〈小児の後天性高次脳機能障害によるコミュニケーション障害とその指導〉脳外傷による小児のコミュニケーション障害:前頭葉障害の1例の回復経過