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Treatment for Anomia in Bilingual Speakers with Progressive Aphasia
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In: Brain Sci (2021)
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| 2 |
Insights Into Category Sorting Flexibility in Bilingual Children: Results of a Cognitive Lab Study
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In: Am J Speech Lang Pathol (2020)
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Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties
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In: Lang Speech Hear Serv Sch (2020)
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| 4 |
“Did I Say Cherry?” Error Patterns on a Blocked Cyclic Naming Task for Bilingual Children With and Without Developmental Language Disorder
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In: J Speech Lang Hear Res (2020)
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The Utility of an English Semantics Measure for Identifying Developmental Language Disorder in Spanish–English Bilinguals
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In: Am J Speech Lang Pathol (2020)
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| 6 |
The influence of proficiency and language combination on bilingual lexical access.
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In: Kastenbaum, Jessica G; Bedore, Lisa M; Peña, Elizabeth D; Sheng, Li; Mavis, Ilknur; Sebastian-Vaytadden, Rajani; et al.(2019). The influence of proficiency and language combination on bilingual lexical access. Bilingualism (Cambridge, England), 22(2), 300 - 330. doi:10.1017/s1366728918000366. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/1d72d0gz (2019)
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| 7 |
The influence of proficiency and language combination on bilingual lexical access.
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In: Bilingualism (Cambridge, England), vol 22, iss 2 (2019)
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| 8 |
Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ...
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| 9 |
Semantic categories of bilingual DLD (Shivabasappa et al., 2019) ...
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| 10 |
Video-Implemented Script Training in a Bilingual Spanish–English Speaker With Aphasia
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| 11 |
Semantic Category Convergence in Spanish–English Bilingual Children With and Without Developmental Language Disorder
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| 12 |
Cross-language treatment of speech sounds disorders in bilingual children
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Abstract:
The purpose of the present study is to explore generalization of knowledge across languages when treating speech sound disorders in bilingual children. Phonological knowledge interacts across phonological systems. Thus, in theory, treating phonetic aspects that are shared across the sounds of differing languages should facilitate target accuracy in each of the child’s phonological systems. Addressing both linguistic systems allows clinicians to support the communication of their clients across linguistic environments. Specifically, this study seeks to answer the question: Can cross-linguistic generalization be facilitated for targets with shared phonetic features in Spanish-English bilingual children with speech sounds disorders? The hypothesis is that shared phonetic features are subject to interactional effects. To test this hypothesis, four bilingual children between the ages of 5;0 – 6;6 with speech sound disorders participated in a phonological intervention with individualized treatment goals. Each child received therapy focusing on the shared features across phonological systems in their home language (Spanish) and their second language (English). Accuracy of targeted sounds was the dependent variable and was assessed within and across languages using a multiple-baseline-across-behaviors, single-subject design. The prediction was that skills targeted in Spanish would generalize into English. The results show concurrent growth across phonological systems when treatment was administered only in Spanish. This study offers insights into how bilingual children categorize shared features across languages and how treatment can be facilitated in one language to promote generalization of skills both internally and externally. The implications affect how we create goals in a clinical setting and support an interdependent model of phonological organization in bilingual children. Future studies may wish to explore reverse directions of generalization and generalization across other language combinations. ; Communication Sciences and Disorders
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Keyword:
Bilingualism; Cross-linguistic; Speech therapy
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URL: https://doi.org/10.26153/tsw/3311
https://hdl.handle.net/2152/76222
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| 13 |
Language ability assessment of Spanish-English bilinguals: Future directions
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In: Practical Assessment, Research, and Evaluation (2019)
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| 14 |
Core vocabulary in the narratives of bilingual children with and without language impairment.
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In: Shivabasappa, Prarthana; Peña, Elizabeth D; & Bedore, Lisa M. (2018). Core vocabulary in the narratives of bilingual children with and without language impairment. International journal of speech-language pathology, 20(7), 790 - 801. doi:10.1080/17549507.2017.1374462. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3zv737dd (2018)
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| 15 |
Core vocabulary in the narratives of bilingual children with and without language impairment.
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In: International journal of speech-language pathology, vol 20, iss 7 (2018)
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| 16 |
The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children With and Without Language Impairment.
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In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 6 (2018)
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| 17 |
Cross-Linguistic Cognate Production in Spanish-English Bilingual Children With and Without Specific Language Impairment.
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In: Journal of speech, language, and hearing research : JSLHR, vol 61, iss 3 (2018)
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| 18 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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| 19 |
Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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