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Papers by Fran Scheffler-Siegel
Pediatric Nursing, Nov 1, 2007
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later communication and cognitive disorders. A brief description of the nature of communication and cognitive disorders in young children is included.
Pediatric nursing
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later ...
Pediatric nursing
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later ...
Clinical Linguistics & Phonetics, 2013
The perception o f temporal speech cues, lexical knowledge, and their interactions were examined ... more The perception o f temporal speech cues, lexical knowledge, and their interactions were examined in children (6;0-9.6) with specific language impairment (SLI) An identification task was used to test four 12-step speech continua. word-word (FEET-FEED), nonword-nonword (ZEET-ZEED), word-nonword (CHEAT-CFIEED) and nonword-word (REAT-READ) The stimuli were naturally recorded and digitally edited The vowel steady state, which varied in duration from 110 to 350 milliseconds in 20-millisecond steps, was the acoustic cue to the voicing characteristic o f the final consonant in each stimulus The analyses revealed that both the TLD and SLI groups used vowel duration as a perceptual cue For the word-word condition. SLI and TLD did not differ in their responses. There were group differences for the three remaining continua For the nonword-nonword condition, the word-nonword and the nonwordword conditions. SLI demonstrated less response certainty than their TLD peers. In addition, children with SLI had different category boundaries than the TLD group Both groups demonstrated a word bias effect, however, it was stronger for the SLI group Therefore, children with SLI use vowel duration as a cue to the final consonant voicing characteristic, however the use o f this cue is weak: their perceptual judgments are influenced more readily by higher-level lexical knowledge than children who are TLD Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. continuous encouragement o f family, friends, mentors, and colleagues. My husband, Allan, is a wise and enthusiastic supporter, whose devotion and respect have been essential to me during the pursuit of the doctoral degree My children, Eric, Jill, and Elizabeth, have been collectively a solid source of great pride; and individually, have been profound sources o f constant joy Their love, affection, good humor, and willingness to share the household chores, act as "pilot subjects'', and share their bedrooms with my computer, books, journal articles, and never-ending "final drafts" have allowed me to be an effective mom and a serious student simultaneously. I am grateful to my family for their loving support, for their willingness to take good care of themselves, and for their abilities to be the best they can be at all times. 1 am proud of them, as I know they are proud o f me! Richard Schwartz is a gifted and generous mentor, and an inspirational researcher He has provided me with an environment in which to develop as a focused, disciplined, and thoughtful student o f science. I will be forever grateful to him for his willingness to share his extensive knowledge in the areas o f typical and atypical child language as well as in the areas o f grantsmanship and publishing. I thank him profusely for the opportunities he has provided. Larry Raphael has taught me most o f what I know about speech science. I have a lot more to learn, but his expertise and his good humor have been important influences on my academic development. Judy Gravel and Valerie Shafer have contributed refinement Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to my work They have helped me pay attention to details that otherwise would have gone unnoticed. They have influenced my thinking about the relationships between theory and practice, about hearing and language, about disorder and normalcy. In addition. I thank the people who have helped me move forward at various stages in this process: Loretta Walker, executive secretary for the Department o f Speech
Pediatric …, 2007
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later communication and cognitive disorders. A brief description of the nature of communication and cognitive disorders in young children is included.
Using an identification task, we examined lexical effects on the perception of vowel duration as ... more Using an identification task, we examined lexical effects on the perception of vowel duration as a cue to final consonant voicing in 12 children with specific language impairment (SLI) and 13 age-matched (6;6-9;6) peers with typical language development (TLD). Naturally recorded CV/t/sets [word-word (WW), nonwordnonword (NN), word-nonword (WN) and nonword-word (NW)] were edited to create four 12-step continua. Both groups used duration as an identification cue but it was a weaker cue for children with SLI. For NN, WN and NW continua, children with SLI demonstrated certainty at shorter vowel durations than their TLD peers. Except for the WN continuum, children with SLI demonstrated category boundaries at shorter vowel durations. Both groups exhibited lexical effects, but they were stronger in the SLI group. Performance on the WW continuum indicated adequate perception of fine-grained duration differences. Strong lexical effects indicated reliance on familiar words in speech perception.
Pediatric Nursing, Nov 1, 2007
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later communication and cognitive disorders. A brief description of the nature of communication and cognitive disorders in young children is included.
Pediatric nursing
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later ...
Pediatric nursing
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later ...
Clinical Linguistics & Phonetics, 2013
The perception o f temporal speech cues, lexical knowledge, and their interactions were examined ... more The perception o f temporal speech cues, lexical knowledge, and their interactions were examined in children (6;0-9.6) with specific language impairment (SLI) An identification task was used to test four 12-step speech continua. word-word (FEET-FEED), nonword-nonword (ZEET-ZEED), word-nonword (CHEAT-CFIEED) and nonword-word (REAT-READ) The stimuli were naturally recorded and digitally edited The vowel steady state, which varied in duration from 110 to 350 milliseconds in 20-millisecond steps, was the acoustic cue to the voicing characteristic o f the final consonant in each stimulus The analyses revealed that both the TLD and SLI groups used vowel duration as a perceptual cue For the word-word condition. SLI and TLD did not differ in their responses. There were group differences for the three remaining continua For the nonword-nonword condition, the word-nonword and the nonwordword conditions. SLI demonstrated less response certainty than their TLD peers. In addition, children with SLI had different category boundaries than the TLD group Both groups demonstrated a word bias effect, however, it was stronger for the SLI group Therefore, children with SLI use vowel duration as a cue to the final consonant voicing characteristic, however the use o f this cue is weak: their perceptual judgments are influenced more readily by higher-level lexical knowledge than children who are TLD Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. continuous encouragement o f family, friends, mentors, and colleagues. My husband, Allan, is a wise and enthusiastic supporter, whose devotion and respect have been essential to me during the pursuit of the doctoral degree My children, Eric, Jill, and Elizabeth, have been collectively a solid source of great pride; and individually, have been profound sources o f constant joy Their love, affection, good humor, and willingness to share the household chores, act as "pilot subjects'', and share their bedrooms with my computer, books, journal articles, and never-ending "final drafts" have allowed me to be an effective mom and a serious student simultaneously. I am grateful to my family for their loving support, for their willingness to take good care of themselves, and for their abilities to be the best they can be at all times. 1 am proud of them, as I know they are proud o f me! Richard Schwartz is a gifted and generous mentor, and an inspirational researcher He has provided me with an environment in which to develop as a focused, disciplined, and thoughtful student o f science. I will be forever grateful to him for his willingness to share his extensive knowledge in the areas o f typical and atypical child language as well as in the areas o f grantsmanship and publishing. I thank him profusely for the opportunities he has provided. Larry Raphael has taught me most o f what I know about speech science. I have a lot more to learn, but his expertise and his good humor have been important influences on my academic development. Judy Gravel and Valerie Shafer have contributed refinement Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to my work They have helped me pay attention to details that otherwise would have gone unnoticed. They have influenced my thinking about the relationships between theory and practice, about hearing and language, about disorder and normalcy. In addition. I thank the people who have helped me move forward at various stages in this process: Loretta Walker, executive secretary for the Department o f Speech
Pediatric …, 2007
Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child... more Pediatric nurse practitioners (PNPs) have a primary role in providing parent-inclusive well-child physical and developmental examinations. Although routine physical examinations are well defined, developmental assessments, including communication and cognition, are not. Currently a number of developmental screening tests exist; however, none have become established as the "gold standard" for the primary health care professional as none are convenient or time-efficient to employ. In particular, there is a need for a screening tool that PNPs can use to evaluate early development in their youngest patients. This article offers a screening instrument capable of being easily completed through parent interview in a routine integrated well-child exam. The screening includes questions that probe communication and cognition in infants and toddlers, and identifies atypical behaviors that are considered by developmental specialists to be "red flags" and precursors to later communication and cognitive disorders. A brief description of the nature of communication and cognitive disorders in young children is included.
Using an identification task, we examined lexical effects on the perception of vowel duration as ... more Using an identification task, we examined lexical effects on the perception of vowel duration as a cue to final consonant voicing in 12 children with specific language impairment (SLI) and 13 age-matched (6;6-9;6) peers with typical language development (TLD). Naturally recorded CV/t/sets [word-word (WW), nonwordnonword (NN), word-nonword (WN) and nonword-word (NW)] were edited to create four 12-step continua. Both groups used duration as an identification cue but it was a weaker cue for children with SLI. For NN, WN and NW continua, children with SLI demonstrated certainty at shorter vowel durations than their TLD peers. Except for the WN continuum, children with SLI demonstrated category boundaries at shorter vowel durations. Both groups exhibited lexical effects, but they were stronger in the SLI group. Performance on the WW continuum indicated adequate perception of fine-grained duration differences. Strong lexical effects indicated reliance on familiar words in speech perception.