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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Speech and language phenotype in Phelan-McDermid (22q13.3) syndrome
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In: Eur J Hum Genet (2020)
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Better in both? bilingual intervention in an Australian school context
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Identifying language difference versus disorder in bilingual children
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Abstract:
Speech-language pathologists are frequently required to assess culturally and linguistically diverse children. Achieving culturally sensitive, valid, and clinically feasible assessment of children in this population can be challenging. Several assessment options are available; however, the literature lacks discussion around clinical reasoning and differential diagnosis using a combination of these options. This paper examines the use of a number of assessment techniques in combination for differentiating language difference from language disorder in early sequential bilingual children. In two cases, valid differential diagnosis is achieved by obtaining comprehensive information on each child's language learning context, then applying a range of culturally sensitive assessment techniques: peer-child comparison, composite scoring, and dynamic assessment. Two essential standards for evaluating bilingual language development are presented. First, formal tests used in isolation are insufficient for diagnosing specific language impairment in bilingual children: the use of alternative techniques is crucial. Second, diagnosis requires the implementation of a range of alternative assessment techniques. No single methodology provides a definitive conclusion of difference versus disorder. A range of assessments considered together, however, provide a strong body of evidence outlining a child's language abilities in their unique cultural context.
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Keyword:
2733 Otorhinolaryngology; 3310 Linguistics and Language; 3616 Speech and Hearing; Assessment; Bilingual; Children; Language; Language impairment
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URL: https://espace.library.uq.edu.au/view/UQ:397724
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Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children
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Patterns in diversity: Lexical learning in Samoan-English bilingual children
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Cognitive flexibility in children with and without speech disorder
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Phonological awareness, reading accuracy and spelling ability of children with inconsistent phonological disorder
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The impact of selecting different contrasts in phonological therapy
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