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Kind-Umfeld-Anamnese als Ausgangspunkt effektiver Intervention

Authors:
Wiebke Scharff Rethfeldt at Hochschule Bremen - City University of Applied Sciences
Wiebke Scharff Rethfeldt
  • Hochschule Bremen - City University of Applied Sciences
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Position Statement on Language Impairment in Multilingual Children
Poster
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  • Aug 2016
MULTI-SLI. Bridging the gap between theory and practice, and between practitioners in different countries. Multilateral European project (2013-2015). The MULTI-SLI project was sponsored by the European Commission within the Erasmus+ action of the European Life Long Learning Programme. The participants heiled from seven European countries and were mainly Speech Language Pathologists (SLPs), specialized teachers and researchers. The aim of the project was to address the challenges encountered by multidisziplinar teams when managing multilingual children with language impairment. In all the participating countries similar challenges are faced, although the health and educational systems may be different. This project aims to find joint solutions and examples of „best practice“ that can be carried out within the different health and educational systems. Parents have also been invited to participate in this process. The joint position statement on language impairment in multilingual children found audience at diverse SLP conferences across Europe. The full position statement was published in the EST. It available for download at http://www.logo-com.net/logo-mobil.net/News_files/20151106_Position%20statement_MULTI-SLI_FINAL.pdf
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Kultursensible logopaedische Versorgung in der Krise – zur Relevanz sozialer Evidenz - Eine kritische Reflexion evidenzbasierten Vorgehens am Beispiel der kindlichen Sprachentwicklung bei Mehrsprachigkeit
Article
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  • Sep 2016
Title: A paradigm crisis in culturally sensitive SLT service provision – The underestimated role of social evidence. Critical re ections on evidence-based approaches to multilingual children with language impairment. Abstract: Providing appropriate assessment and intervention services to individuals from culturally and linguistically di- verse populations (CLD) according to evidence-based principles is challenging, especially when clinicians rely on Western standardized assessments. Currently there may be a disproportionate consideration of the social component. Problems and alternative solutions to the use of norm-referenced measures that may reduce the risk for misdiagnoses of multilingual children and biases inherent in standardized tests will be discussed. Then a culturally sensitive decision-making framework will be proposed. Next to a critical re ection of the use of monolingual standards and measures, it will be inevitable to consider and self-assess the impact on SLT’s personal and professional attitudes towards CLD. Kurzfassung: Das Ziel einer optimalen Versorgung von kulturell und linguistisch diversen Patienten (KLD) im Sinne einer evidenzbasierten Praxis stellt viele LogopädInnen vor eine Herausforde- rung, da ihre theoretischen Grundlagen und Denkmodelle an westlichen und einsprachigen Standards orientiert sind. Es zeigt sich ein Ungleichgewicht der drei EBP-Wissensquellen, insofern tendenziell die soziale Evidenz vernachlässigt wird. So werden z.B. für einsprachige und westliche Zielgruppen konzi- pierte Verfahren für die KLD angewendet, was als möglicher Bias wirken kann. Dabei könnte die umfas- sende Einbeziehung der sozialen Evidenz eine strukturelle Inäquivalenz, d.h. die Messung unterschied- licher Konstrukte, und damit Fehldiagnosen verhindern. Neben der kritisch-re ektierten Rezeption von einsprachigen Standards geprägten etablierten Instrumenten und der Berücksichtigung der Belange der Patienten ist daher eine wechselseitige Auseinandersetzung mit dem eigenen kulturellen, linguistischen und professionellen Hintergrund erforderlich.
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What Factors Influence Language Impairment? Considering Resilience as well as Risk
Article
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  • May 2016
The considerable variation observed in the profiles of children with language impairment (LI) raises challenges for the diagnosis, treatment and prevention of language difficulties, in particular since LI can present substantial issues calling for the investment of clinical, educational and public health resources. In this review paper, we examine biological, psychological and environmental factors that appear to influence the developmental course of LI. In this review paper we are interested not only in examining deficits and risk factors but also in identifying strengths of children with LI that can act as protective factors providing the child with a scaffold for more positive development and better outcomes.
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Familiar Strangers
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Although frequently used in the assessment and treatment of communication disorders, criterion-referenced measures are often not well understood, making them both familiar and alien—thus, familiar strangers. This article is designed to better acquaint test users with the characteristics associated with the use and evaluation of criterion-referenced measures, particularly as they differ from norm-referenced measures. Guidelines are proposed for the evaluation and selection of standardized criterion-referenced measures as well as for the development and ongoing evaluation of informal criterion-referenced measures.
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Sprachförderung für ein-und mehrsprachige Kinder. Ein entwicklungsorientiertes Konzept
Book
  • Jul 2016
Mit Sprache entdecken, beschreiben und gestalten Kinder ihre Umgebung. Wie die Sprache ein- und mehrsprachiger Kinder von der Geburt bis zu 9 Jahren gefördert werden kann, zeigt dieser praxiserprobte Leitfaden zur Sprachförderung. Leserinnen und Leser erhalten einen fundierten Einblick in die Sprachentwicklung bei ein- und mehrsprachigen Kindern unterschiedlicher Sprachen. Gemeinsamkeiten und Unterschiede werden klar und übersichtlich dargestellt. Besonders hervorzuheben ist die Darstellung der Sprachentwicklung ab dem 6. Lebensjahr sowie Chancen und Herausforderungen des Schriftspracherwerbs bei Mehrsprachigkeit (Biliteracy). Der kompetenzorientierte und kultursensible Sprachförderansatz „MehrSprachInterAktion“ beinhaltet nicht nur grammatische Förderbereiche, sondern auch Sprachverständnis, Wortbedeutung, Kommunikation u.a. Das Buch zur Sprachförderung enthält: - fundierte Informationen über die Meilensteine der ein- und besonders der mehrsprachigen Entwicklung; - zu den jeweiligen Entwicklungsschritten passende Strategien; - praktische Ansätze und Spielideen für die Sprachförderung; - Hinweise für geeignete Materialien. Ein hilfreicher Begleiter für ErzieherInnen und LehrerInnen, die mit ein- und mehrsprachigen Kindern arbeiten!
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Effects of general processing capacity and sustained selective attention on temporal processing performance of children with specific language impairment
Article
  • Mar 2002
This study investigated the potential influences of general processing capacity and sustained selective attention on the temporal processing of a group of children with specific language impairment (SLI) and a group of age-matched (CA) controls. Children completed a sustained selective auditory attention task and two speech processing tasks, the Speech Identification Task, representing a cognitively more complex task, and a standard speech discrimination task, representing a cognitively less complex task. The speech stimuli included two-formant, 40-ms transition [ba] and [da] consonant-vowel (CV) syllables and the nonstop CV syllable [sa]. We hypothesized, in accordance with Tallal's temporal processing deficit view, that if SLI children have a fundamental deficit in temporal processing, they should demonstrate poor performance on both speech processing tasks relative to CA children. By contrast, if the temporal processing problem of SLI children relates to a limitation in general processing capacity, the SLI children should show better performance on the discrimination task compared to the identification task. Alternatively, if poor sustained selective attention mediates SLI children's poor temporal processing, the SLI children should show poor performance on an independent measure of auditory attention, which in turn should account for a portion of the variance in any observed group differences in temporal processing. Results showed no group difference in sustained selective auditory attention. On the identification task, group, stimulus-type, and interaction effects emerged. SLI children performed more poorly than CA children, and stop CV syllables were identified less frequently than the nonstop CV syllable. On the discrimination task, there were no main effects or interactions for accuracy (A' score). For the reaction time analysis, only a stimulus-type effect was found, with children responding faster to the /sa/ syllable. Results were interpreted to suggest that these SLI children did not evidence a basic temporal processing deficit. Rather, the SLI children's poor identification task performance was interpreted to reflect an interaction between these children's more limited general processing capacity and the nature of the task.
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