Journal•ISSN: 1525-7401
Communication Disorders Quarterly
SAGE Publishing
About: Communication Disorders Quarterly is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Reading (process) & Language acquisition. It has an ISSN identifier of 1525-7401. Over the lifetime, 817 publications have been published receiving 12515 citations. The journal is also known as: CDQ.
Topics: Reading (process), Language acquisition, Vocabulary, Interpersonal communication, Population
Papers published on a yearly basis
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TL;DR: As the diversity and complexity of children with special needs continues to increase in the United States, the need for culturally sensitive assessment and intervention for communication disambiguation and intervention is increasing as mentioned in this paper.
Abstract: As the diversity and complexity of children with special needs continues to increase in the United States so does the need for culturally sensitive assessment and intervention for communication dis...
326 citations
TL;DR: The issue of linguistic diversity in health care is explored, with a particular focus on interpreter-mediated interactions, involving patients and health professionals with limited English proficiency.
Abstract: Cultural diversity is a term often referred to in discussions relating to multicultural health care. Yet multicultural health care also often involves language differences between patients and health professionals. Linguistic diversity is an important issue to consider, especially when patients have limited English proficiency. Although interpreters are often used to bridge the communication gap, the question remains as to how familiar health professionals are with the complexities of the interpretation process and the risks of using a nontrained interpreter. This article explores the issue of linguistic diversity in health care, with a particular focus on interpreter-mediated interactions.
161 citations
TL;DR: This paper described the influence of culture on the interview process and described an approach to ethnographic interviewing of families of handicapped children that enables professionals to ask the right questions to the right people in the right ways so they can assist families in meeting the needs of their children.
Abstract: Current philosophy in early childhood education advocates family-centered intervention goals for handicapped children. To develop appropriate gaals for children from diverse cultures, professionals must understand parents' beliefs and values regarding the family's and child's resources and needs; and they must adopt an ecological framework that considers children's functioning within the broader aspects of their environment. Interviewing provides a means of obtaining the information necessary to develop culturally appropriate, family-centered intervention goals. This paper describes the influence of culture on the interview process and describes an approach to ethnographic interviewing of families of handicapped children that enables professionals to ask the right questions to the right people in the right ways so they can assist families in meeting the needs of their children.
158 citations
TL;DR: This article found that children with ADHD performed worse than typically developing children on sentence imitation, word articulation, speaking quotient, and overall speech and language quotient subtests of the TOLD-2 Primary.
Abstract: Language characteristics of 11 children with attention-deficit/ hyperactivity disorder (ADHD) and 11 typically developing children ages 6 to 8 were compared in terms of semantic, syntactic, and pragmatic language skills. Children were tested on the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Test of Language Development-2 Primary (TOLD-2), and the Test of Pragmatic Language (TOPL). Samples of children's language were collected during free play with an adult conversational partner using the Pragmatic Protocol. Results indicated that there was no difference between the two groups on receptive vocabulary as measured by the PPVT-R. Children with ADHD performed worse than typically developing children on the sentence imitation, word articulation, speaking quotient, and overall speech and language quotient subtests of the TOLD-2 Primary. Children with ADHD produced more inappropriate pragmatic behaviors in conversational interactions, although their pragmatic knowledge as measured by the TOPL did not ...
133 citations
TL;DR: Respondents reported that they were comfortable working with racially and culturally diverse students, but they felt less competence when working with linguistic minorities, and reported using standardized English assessment less frequently with CLD students and using professionals for interpretation more often than family members.
Abstract: This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speech-language pathologists in serving children from culturally and linguistically
121 citations