Language Disabilities Research Articles

“So, I told him to look for friends!” Barriers and protecting factors that may facilitate inclusion for children with Language Disorder in everyday social settings: Cross-cultural qualitative interviews with parents

PurposeAlthough researchers have explored parental perspectives on childhood speech and language disorders, this work has mostly been conducted in English-speaking countries. Little is known about parental experiences across countries. Participation in the COST Action IS1406 ‘Enhancing children’s oral language skills across Europe and beyond’ provided an opportunity to conduct cross-cultural qualitative interviews. The aims were to explore how parents construe inclusion and/or exclusion of their child and how parents involve themselves in order to facilitate inclusion. MethodParents from nine countries and with a child who had received services for speech-language disorder participated in semi-structured qualitative interviews. We used thematic analysis to analyze the data. ResultsTwo overarching themes were identified: ‘Language disabilities led to social exclusion’ and ‘Promoting pathways to social inclusion’. Two subthemes were identified Interpersonal relationships are important and Deliberate proactiveness as stepping stones for social inclusion. ConclusionsAcross countries, parents report that their children’s hidden disability causes misunderstandings that can lead to social exclusion and that they are important advocates for their children. It is important that the voices and experiences of parents of children with developmental disabilities are understood and acknowledged. Parents’ recommendations about how to support social inclusion need to be addressed at all levels of society.

Cognitive Flexibility of Students with Learning Disabilities in English Language and its Relationship to some Variables

This study aimed at exploring the level of cognitive flexibility of students with learning disabilities in the English language in Irbid Governorate and its relationship with the variables of gender and school grade. The study sample consisted of (380) male and female students in the elementary stage. The study used the descriptive approach and developed the cognitive flexibility scale as an instrument to collect data. The content validity and reliability of the instrument were ensured using the Cronbach Alpha and repetition methods. The results revealed statistically significant differences in the level of cognitive flexibility among those with learning disabilities due to the gender variable in favor of males and to the school grade variable in favor of the second primary grade.

L’expérience d’élever un enfant dyslexique : stress parental et relation parent-enfant

ObjectiveTo generate new knowledge on the experiences of parents of French dyslexic children and on the impact of such a disorder on the parent-child relationship in order to improve the support they are provided. MethodThe sample is composed of 105 mothers of French dyslexic children who completed a socio-demographic questionnaire and the Parental Stress Index questionnaire -Short-Form (Abidin, 1995). Thirteen of them also responded to a semidirective interview in order to get a better understanding of their experiences and the challenges they have to face. FindingsParents did not report a general level of parental stress above the cut-off (M= 88.55, E.T=16.47). However, the type of comorbidity associated with the child's dyslexia (ADHD, OCD, anxiety, high potential) had a significant impact on the stress level of the parent. Parents reported a feeling of loneliness related to a lack of support from teachers, as well as from the health professionals involved in their child's care. They also reported day-to-day challenges associated to their child's condition, such as the time they have to spend in helping with homework, negative feelings such as culpability, divergences within the couple, concerns about their child's future, and the impact of such difficulties on their own professional career. Negative consequences of other comorbid conditions, such as ADHD or anxiety, were also reported. However, most mothers reported a good parental sense of competence, and highlighted the fact that their dyslexic child had also good abilities in other domains. Furthermore, interviewed mothers mentioned the coping skills they had to deploy to raise a child with specific needs. Finally, some mothers reported that the parent-child relationship seems to be affected by the child's difficulties in the way that they are more protective and supportive vis-à-vis their dyslexic child, who often suffer from a lack of self-confidence and a low self-esteem. ConclusionRaising a dyslexic child requires a parent to adapt to the child's condition. The results highlight the need to take into account the comorbidities associated with dyslexia when considering its impact on parental stress and parent-child relationship. The findings also emphasize the relevance of supporting parents who raise a child with dyslexia and providing a well-coordinated network of professionals involved in the child's care. Finally, it appears crucial that teachers receive a solid training on learning and language disabilities.

Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

Evaluation of Disleksia Belajar Mobile App for Assisting Dyslexic Junior School Students to Learn the Malay Language

Mobile apps are fast emerging as assistive learning platforms for pre-schoolers, as well as junior school students. In fact, not just the parents but also the junior-level teachers encourage children to use mobile learning apps due to its many benefits such as interactive, enjoyable and informal, etc. Needless to say, the advent of mobile apps must also equitable for students with learning difficulties to take advantage of the same learning opportunities as other students. Students with learning difficulties suffer from disabilities in language, information processing, etc. that prevent them from performing their academic tasks in the same manner as other students. It is crucial to realize the development of mobile learning apps for students with learning difficulties requires inclusive designs that make the apps usable for them. The paper presents an evaluation of a mobile appDisleksia Belajar, which developed for students with dyslexia in junior school to learn the Malay language. Dyslexia is a common learning difficulty that causes problems with language processing e.g. reading and writing. The evaluation is performed using SUS and Fun ToolKit (v3) techniques, which intend to explore the usability and engagement of the mobile app. There is a total of 12 students with dyslexia aged 7 to 12 years old recruited as the participants. The findings contribute towards understanding and improvement for the future development of mobile learning apps for students that having similar difficulty.

Enhancing Language Services to Native American Children: A Look From the Inside

Enhancing Language Services to Native American Children: A Look From the Inside

The Effects of Educational Games on EFL Vocabulary Learning of Early Childhood Students with Learning Disabilities: A Systematic Review and Meta-analysis

Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.

Phonological Process in Toddlers’’ Single-Word Production: An Explorative Study of Alveolar Sounds in English

The production of phonological patterns is a very complicated process especially when alveolar consonant sounds are pronounced in International Phonetic Alphabet (IPA). The toddlers ageing 2-3 years as well as the language handicaps find it more complicated to cope with this sound process. The present study on toddlers aims at investigating the alveolar consonant sounds in keeping with single word production. The Iowa Test of Consonant Perception by Jason Geller was implemented to investigate sound productions in the perspective of Substitution Process proposed by Burnthal and Rankson (2004). Non-probabilistic Sample of twenty-five toddlers was given 125 words; a five-word set to every toddler to pronounce repeating at least five times at the top of his voice the articulators at length. Data was collected by means of informants’ close observations. The comparison between the pronunciation of original words and that of produced words with their phonetic transcription provided evidence of the shift in alveolar sound patterns during the phonological process by the toddlers. The results implicated that the toddlers made good use of articulators with ease and without any special training. They simplified the complicated consonant sound patterns at their own convenience. The study will be equally beneficial for speech pathologists, linguistic scholars, and keen phonology learners.

Role of CNTNAP2 in autism manifestation outlines the regulation of signaling between neurons at the synapse

BackgroundAutism is characterized by high heritability and a complex genetic mutational landscape with restricted social behavior and impaired social communication. Whole-exome sequencing is a reliable tool to pinpoint variants for unraveling the disease pathophysiology. The present meta-analysis was performed using 222 whole-exome sequences deposited by Simons Simplex Collection (SSC) at the European Nucleotide Archive. This sample cohort was used to identify causal mutations in autism-specific genes to create a mutational landscape focusing on the CNTNAP2 gene.ResultsThe authors account for the identification of 15 high confidence genes with 24 variants for autism with Simons Foundation Autism Research Initiative (SFARI) gene scoring. These genes encompass critical autism pathways such as neuron development, synapse complexity, cytoskeleton, and microtubule activation. Among these 15 genes, overlapping variants were present across multiple samples: KMT2C in 167 cases, CNTNAP2 in 192 samples, CACNA1C in 152 cases, and SHANK3 in 124 cases. Pathway analysis identifies clustering and interplay of autism genes—WDFY3, SHANK2, CNTNAP2, HOMER1, SYNGAP1, and ANK2 with CNTNAP2. These genes coincide across autism-relevant pathways, namely abnormal social behavior and intellectual and cognitive impairment. Based on multiple layers of selection criteria, CNTNAP2 was chosen as the master gene for the study. It is an essential gene for autism with speech-language delays, a typical phenotype in most cases under study. It showcases nine variants across multiple samples with one damaging variant, T589P, with a GERP rank score range of 0.065–0.95. This unique variant was present across 86.5% of the samples impairing the epithelial growth factor (EGF) domain. Established microRNA (miRNA) genes hsa-mir-548aq and hsa-mir-548f were mutated within the CNTNAP2 region, adding to the severity. The mutated protein showed reduced stability by 0.25, increased solvent accessibility by 9%, and reduced depth by 0.2, which rendered the protein non-functional. Secondary physical interactors of CNTNAP2 through CNTN2 proteins were mutated in the samples, further intensifying the severity.ConclusionCNTNAP2 has been identified as a master gene in autism manifestation responsible for speech-language delay by impairing the EGF protein domain and downstream cascade. The decrease in EGF is correlated with vital autism symptoms, especially language disabilities.

ADHD and the Importance of Comorbid Disorders in the Psychosocial Development of Children and Adolescents

The attention deficit hyperactivity disorder (ADHD), one of the most common disorders in the childhood and adolescence population, but also in the reproductive period, affects and influences learning, social relations and their quality of life. There are strong neuropathological similarities between ADHD and various concomitant psychiatric conditions. ADHD frequently coexists with learning and language disabilities, sleep disorders, impulse control personality and anxiety disorders, intellectual disability, substance use disorders and mood disorders, as well as autism spectrum disorders and tic disorders. The overlapping symptoms of ADHD and other morbidities constitute challenges but also an imperative need for the experts to be able to detect and clarify so as to achieve the proper diagnosis and the relative treatment. The expression of the disease differs accordingly depending on the age group and the presence of comorbidities. In school-age, symptoms of ADHD include inattention, hyperactivity, and impulsivity. In adolescence, depending on the gender, hyperactivity decreases but the problems in learning and psychopathology still remain. Therefore, it is recommended that when ADHD coexists with other psychopathologies in childhood and adolescence to first and directly treat the most weakened condition so that the child or the adolescent can change the course of their psychiatric morbidity and improve their ability to function and socialize.

Lexical Simplification System to Improve Web Accessibility

People with intellectual, language and learning disabilities face accessibility barriers when reading texts with complex words. Following accessibility guidelines, complex words can be identified, and easy synonyms and definitions can be provided for them as reading aids. To offer support to these reading aids, a lexical simplification system for Spanish has been developed and is presented in this article. The system covers the complex word identification (CWI) task and offers replacement candidates with the substitute generation and selection (SG/SS) task. These tasks have followed machine learning techniques and contextual embeddings using Easy Reading and Plain Language resources, such as dictionaries and corpora. Additionally, due to the polysemy present in the language, the system provides definitions for complex words, which are disambiguated by a rule-based method supported by a state-of-the-art embedding resource. This system is integrated into a web system that provides an easy way to improve the readability and comprehension of Spanish texts. The results obtained are satisfactory; in the CWI task, better results were obtained than with other systems that used the same dataset. The SG/SS task results are comparable to similar works in the English language and provide a solid starting point to improve this task for the Spanish language. Finally, the results of the disambiguation process evaluation were good when evaluated by a linguistic expert. These findings represent an additional advancement in the lexical simplification of texts in Spanish and in a generic domain using easy-to-read resources, among others, to provide systematic support to compliance with accessibility guidelines.

Morphosyntactic abilities and reading skills in Arabic speaking Egyptian children with poor academic achievement

Background: The most common learning disability affecting academic performance is Dyslexia. Linguistic abilities like morphological awareness, semantic and syntactic abilities play a key role in reading development too. The paper aimed to study the extent and properties of morphological aspects and syntactic functioning in relation to reading skills in a group of Egyptian children having poor academic achievement as for designing suitable intervention plans for these children.Patients and Methods: Our study aimed to assess the extent and properties of morphological aspects and syntactic functioning in relation to reading skills in 40 Egyptian Arabic speaking children of the same socioeconomic state and age range from 6 years to 8 years with poor academic performance. The children divided into two groups were subjected to a protocol of assessment applied in Phoniatrics Unit Kasr Al aini Hospital, Arabic Dyslexia Assessment Test and language skills assessment by Receptive Expressive Arabic Language scale- REAL scale were applied.Results: All children with poor scholastic achievement were found to be at risk for developing dyslexia if not suffering from it. They suffered from below average level of performance in receptive, expressive and total language. All language parameters showed significant correlation with rapid naming. Below average morpho-syntactic abilities of children with poor scholastic achievement significantly correlated with tests of attainment (except for spelling) and diagnostic tests (except for bead threading).Conclusion: Our study supports that language disability underlies poor scholastic achievement.

Relationships among language ability, the arcuate fasciculus and lesion volume in patients with putaminal hemorrhage: a diffusion tensor imaging study.

Relationships among language ability, arcuate fasciculus and lesion volume were investigated by use of diffusion tensor tractography in patients with putaminal hemorrhage. Thirty-three right-handed patients within six weeks of hemorrhage onset were recruited. Correlation of the aphasia quotient with subset (fluency, comprehension, repetition, naming) scores, diffusion tensor tractography parameters and lesion volume of patients, aphasia quotient (r = 0.446) with subset (naming: r = 0.489) score had moderate positive correlations with fractional anisotropy of the left arcuate fasciculus. The aphasia quotient subset (repetition) score had a strong positive correlation with fractional anisotropy of the left arcuate fasciculus (r = 0.520), whereas, aphasia quotient subset (fluency and comprehension) scores had no significant correlations with fractional anisotropy of the left arcuate fasciculus after Benjamini-Hochberg correction. Aphasia quotient (r = 0.668) with subset (fluency: r = 0.736, comprehension: r = 0.739, repetition: r = 0.649, naming: r = 0.766) scores had strong positive correlations with the tract volume of the left arcuate fasciculus and strong negative correlations with lesion volume (r = -0.521, fluency: r = -0.520, comprehension: r = -0.513, repetition: r = -0.518, naming: r = -0.562). Fractional anisotropy of the left arcuate fasciculus had a moderate negative correlation with lesion volume (r = -0.462), whereas the tract volume of the left arcuate fasciculus had a strong negative correlation with lesion volume (r = -0.700). According to the result of mediation analysis, tract volume of the left arcuate fasciculus fully mediated the effect of lesion volume on the aphasia quotient. Regarding the receiver operating characteristic curve, the lesion volume cut-off value was 29.17 cm3 and the area under the curve (0.74), sensitivity (0.77) and specificity (0.80) were higher than those of fractional anisotropy, tract volume and aphasia quotient cut-off values. It was found that level of language disability was related to lesion volume as well as to injury severity of arcuate fasciculus in the dominant hemisphere of patients with putaminal hemorrhage. In particular, the tract volume of the arcuate fasciculus in the dominant hemisphere fully mediated the effect of lesion volume on language ability. Additionally, a lesion volume of approximately 30 cm3 was helpful in discriminating arcuate fasciculus discontinuation in the dominant hemisphere.

Correlation between social support and the achievement of the development of self-concept to deaf children 7 – 12 years

Children with deaf have a disability in language and communication because they cannot hear and understand their environment, so that is not uncommon for people around them to assume that children with deaf cannot live in the social environment. This matter shows the community to deaf children where it can affect children's self-concept with the deaf. This research aims to analyze the correlations between social support and self-concept in children with the deaf. A cross-sectional study was used to examine 51 children with deaf 7 – 12 years selected with a convenience sampling method. The questionnaire consisted of identity data used to measure participant characteristics. Social Support Questionnaire for children (SSQC) was used to measure social support and the Self-Description Questionnaire to measure self-concept. The Chi-Square test is used to answer the objectives of this study. From 51 respondents, 44 (86.3%) deaf children received good social support, with the most social support obtained from 36 friends (70.6%) and siblings 36 (70.6%). Of the five components of social support, only social support from friends and siblings most resulted in low-deaf children's self-concept. There was a relationship between social support and the self-concept of deaf children (Z = 1.833; p-value = 0.034). Support from various sources is needed for deaf children to develop self-concept in their social life. Therefore, the child's social environment needs to provide adequate social support for developing an excellent deaf child's self-concept.

멀티미디어 프로그램을 활용한 언어장애아동 중재 연구 동향

연구목적: 본 연구는 언어장애아동을 대상으로 멀티미디어 프로그램을 활용하여 중재를 실시한 국내 문헌을 종합적으로 분석하여 관련 연구 동향을 파악하고, 언어장애아동의 중재에 있어 멀티미디어 프로그램의 활용 가능성을 높이고자 하는데 의의를 두었다. 연구방법: 2005년부터 2019년까지 최근 15년간 국내에 보고되어 있는 멀티미디어 프로그램을 활용한 언어장애아동 중재 연구 24편을 선정한 뒤, 연구의 일반적 특성과 중재 연구로서의 방법적 특성을 분석하고, 연구에 사용된 멀티미디어 유형과 교육 방법 특성을 고찰하였다. 연구결과: 첫째, 일반적 특성 분석 결과 다양한 장애군에서 멀티미디어를 활용한 언어중재를 활용하고 있는 것으로 나타났으며, 그중에서도 특히 지적장애아동과 언어발달장애 아동 대상의 연구가 두드러지게 많았다. 둘째, 중재 연구로서의 방법적 특성 측면에서는 멀티미디어 동화와 증강현실 기반의 언어중재가 다수 연구의 독립변인으로 다루어졌고, 종속변인으로는 어휘력 증진이 가장 많은 비중을 차지하였다. 셋째, 멀티미디어 유형과 교육 방법 특성을 살펴보았을 때 웹 기반, 증강현실 기반, 컴퓨터 기반 순으로 많이 활용되고 있었으며 교육 방법은 강의식 전달이 주를 이루었다. 결론: 과거에는 멀티미디어 프로그램이 학습을 위한 시청각적 보조자료 수준으로 사용되었다면 보다 근래에는 아동이 스스로 자료를 활용하거나 조작하도록 하는 상호작용적 측면이 강조되고 있는 것으로 보인다. 향후 멀티미디어 프로그램을 활용하여 다양한 언어영역의 증진을 이끌어낼 수 있는 중재 방안이 지속적으로 개발되고 그 효과가 체계적 연구를 통해 검증되기를 기대한다.

Impact of nutrition education program on caregivers influencing the dietary practices of autistic children

Autism is a complex neurobehavioral condition that includes disability in social connection, formative language, and relational abilities joined with inflexible behaviors. Children with autism experience difficulty in communication.

Budowa graficzna pisma oraz zaburzenia w strukturze wyrazów na przykładzie wybranych próbek tekstów pisanych przez dorosłe osoby z dysleksją

Artykuł podejmuje wątek deficytów językowych wynikających z dysleksji, dotyczących osób dorosłych i manifestujących się zaburzeniami języka pisanego. Tym samym próbuje odejść od tradycji badań nad dysleksją, które w większości koncentrują się na okresie nauki szkolnej i problemach edukacyjnych. Oprócz wybiórczej analizy językoznawczej próbek tekstowych, która stanowi główną część pracy, w tekście zwrócono też uwagę na ogół symptomów występujących u dorosłych z dysleksją, które w znacznym stopniu mogą komplikować codzienne funkcjonowanie.

Long-Term Neurodevelopmental and Functional Outcomes of Normally Developing Children Requiring PICU Care for Bronchiolitis

Bronchiolitis is a common pediatric intensive care unit (PICU) illness and often affects generally healthy children, making it a promising disease in which to study long-term neurodevelopmental outcomes. We previously found that approximately 15% of critical bronchiolitis patients have evidence of post-PICU morbidity using coarse definitions available in administrative data sets. In this study, we measured neurodevelopmental outcomes using four more precise tools. Children who had previously been admitted to our PICU with bronchiolitis were included; those with evidence of developmental delay at PICU admission were excluded. Approximately 1 to 2 years after PICU discharge, the parent of each subject completed two questionnaires (Ages and Stages Questionnaire and Pediatric Evaluation of Disability Inventory Computer Adaptive Test). Each subject also underwent two in-person assessments administered by a certified examiner (Bayley Scales of Infant and Toddler Development, 3rd edition, and the Amiel-Tison neurological assessment). For each domain of each test, a score of > 1 standard deviation below the norm for the subject's age defined "moderate" disability and a score ≥ 2 standard deviations below the norm defined "severe" disability. Eighteen subjects (median ages of 3.7 months at PICU admission and 2.3 years at testing) were enrolled, 17 of whom were supported by high-flow nasal cannula and/or mechanical ventilation. Fifteen children (83%) scored abnormally on ≥ 1test. Eight children (44%) had disabilities in ≥ 3 domains and/or ≥ 1 severe disability identified. Our findings that motor, language, and cognitive disabilities are commonly observed months to years after critical bronchiolitis require larger studies to confirm this finding, assess causality, and identify modifiable risk factors.

Outpatient follow-up of high-risk babies at Lapa Specialized Rehabilitation Center (SRC)

Abstract Background The Brazilian Ministry of Health has published, in 2012, the MS/GM Ordinance No. 793/12, establishing a Disability Care Network in order to extend access to people with temporary or permanent disabilities (progressive or stable, intermittent or continuous), to qualify the service care, to articulate and integrate the health services (from basic to specialized and hospital care) in such a way to guarantee an integrality care for these disabled people. The State and Municipal Health Departments of São Paulo have legitimized the guidelines with promotion, protection, prevention, monitoring, treatment and rehabilitation actions, providing, according to the principle of equity, greater emphasis on families with greater difficulty of access to health services due to issues of social vulnerability. Child health care is an essential task for health promotion, prevention of illness and identification of neuropsychomotor developmental delays by monitoring child development in the early years of life. As a consequence of low referral of high-risk babies to the Outpatient Care Plan established by SRC Lapa, the following consequences are expected: increase in children with physical, sensory, intellectual, social, emotional, speech and/or language disabilities. Objective To qualify the referral of high-risk babies to capacitate primary health care professionals (PHC) to identify them. Methods matrix support and permanent education meetings for PHC professionals in the Lapa region. Results After the proposed intervention, there was a significant increase in the number of at-risk infants referred to the outpatient clinic. Conclusions An integral and articulated care between the services of basic and specialized care of the Health Care Network made it possible to achieve greater functionality for children who presented some disability, thus allowing a future with more autonomy and social inclusion. Key message Prevention of diseases of at-risk babies an innovative technology in developing countries.

A screening tool to detect stroke aphasia: Adaptation of frenchay aphasia screening test (FAST) to the Indian context

Background:Aphasia is a common consequence of stroke. To optimize recovery, it becomes critical as there are early identification and treatment of language deficits. The rising burden of stroke aphasia and lack of screening tools in the Indian context necessitates the need for a screening tool.Objective:We aimed to adapt and validate the Frenchay Aphasia Screening Test (FAST) to the Indian context in two widely spoken Indian languages, Telugu and Kannada, for the literate and illiterate population.Methods:A systematic process of adaptation and culturally appropriate modifications of the original FAST were done in 116 healthy controls and 115 patients. The validity of the adapted test was established.Results:The optimum cut-off values for detecting aphasia in our sample ranged from 25 to 25.5 (literate) and 13.5 to 15.5 (illiterate) with high sensitivity and specificity. There was also a significant correlation between aphasia scores for adapted FAST and the Western Aphasia Battery (WAB), establishing good convergent validity.Discussion:Results of the adaptation and validation of two Indian versions of FAST, suggest that it is an easy-to-use screening measure for detecting stroke-related language disabilities. The psychometric properties of the Indian version of FAST met the standardised requirements for adaptation and validation.Conclusions:The Indian version of FAST was found to be a reliable and valid bedside screening tool for aphasia in stroke patients. We aim that this study will facilitate the use of the test across other Indian languages and a large clinical population in the future.