Annette Scheper | Kentalis Academy (original) (raw)
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Papers by Annette Scheper
Language learning and development, Mar 18, 2024
International Journal of Language & Communication Disorders, Aug 16, 2016
Stem-, spraak- en taalpathologie, Sep 1, 2015
International Journal of Language & Communication Disorders, Jul 18, 2012
Bohn Stafleu van Loghum eBooks, 1999
Het gebied waarbinnen pragmatische taalstoornissen wordt bestudeerd, wordt wel aangeduid met de E... more Het gebied waarbinnen pragmatische taalstoornissen wordt bestudeerd, wordt wel aangeduid met de Engelse term clinical pragmatics (Crystal, 1987; Smith & Leinonen, 1992; McTear & Conti-Ramsden, 1992). Vanaf de jaren tachtig zijn er klinische populaties bestudeerd die opvallend afwijkend pragmatisch gedrag vertoonden. Dit leidde ertoe dat bepaalde wetenschappers deze kinderen met specifieke pragmatische taalstoornissen begonnen te labelen als hebbende een semantic-pragmatic deficit syndrome (Rapin & Allen, 1987), of een pragmatic disorder (Bishop & Adams, 1989), pragmatic impairment (Leinonen & Smith, 1994) of semantic-pragmatic disorder (McTear & Conti-Ramsden, 1992). Bishop (2002) spreekt later zelfs van een pragmatic language impairment.
Child Language Teaching and Therapy, Sep 10, 2020
First language, Jan 18, 2016
The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourh... more The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourhood density (ND) on pseudoword learning in 17 Dutch-speaking typically developing children (mean age 7;2). They were familiarized with 16 one-syllable pseudowords varying in PP (high vs low) and ND (high vs low) via a storytelling procedure. The participants were tested on their production and comprehension of the pseudowords on three testing sessions: immediately after training, after a consolidation period without further training and after a one week retention period during which one more training session was given. The results show that both in production and comprehension PP had a significant influence on pseudowords with low ND: pseudowords in the condition with converging characteristics (low PP – low ND) were learned significantly better than those in the high PP – low ND condition. No effect of PP was found for pseudowords high in ND. These results give cross-linguistic support for earlier English findings that convergent PP/ND (low PP – low ND) facilitates triggering word learning in children.
This article was submitted to
Bohn Stafleu van Loghum eBooks, 1999
Taalstoornissen en psychiatrische stoornissen komen vaak samen voor bij een kind. Taalgestoorde k... more Taalstoornissen en psychiatrische stoornissen komen vaak samen voor bij een kind. Taalgestoorde kinderen hebben een verhoogde kans op een psychiatrische stoornis. Het omgekeerde geldt ook: kinderen die in behandeling zijn voor een psychiatrische stoornis hebben vaak een taalstoornis. Wanneer twee stoornissen bij een kind tegelijkertijd voorkomen, noemen we deze stoornissen comorbide.
Early Childhood Research Quarterly
International Journal of Developmental Disabilities, 2014
ABSTRACT Background: There is growing evidence that linguistic and non-linguistic factors may con... more ABSTRACT Background: There is growing evidence that linguistic and non-linguistic factors may contribute to the problems associated with specific language impairment (SLI). One factor that has been implicated is executive functioning (EF). Most studies investigating EF in children with SLI use performance based tasks. Significant group differences in children with SLI are reported on the following components of EF: inhibition, working memory, planning and fluency, although not on the 'shifting' component. Correlations between performance based measurements of EF and ratings of everyday EF behaviours are often low. It is possible that standardised tests are not sufficiently sensitive to the multidimensional nature of EF. Therefore it is suggested that information on EF should be collected in different contexts and from different sources using behavioural ratings, like the Behaviour Rating Inventory of Executive Function (BRIEF) for children. Methods and procedures: A clinical sample of 237 school aged children, aged 5–12 years, (157 boys, 80 girls) with SLI participated in this study. Behavioural and cognitive measures of EF were administered: the BRIEF-questionnaire, assessing everyday EF behaviour in a home and school setting and two EF tasks: Digit span (WISC-III-NL) and Creature Counting (TEA-Ch). Outcomes and results: Compared to the normative sample the prevalence of EF problems in school in children with SLI is much higher than in the normal population. Teachers reported significantly more problems on almost all EF domains (i.e. Inhibition, Shifting, Emotional control, Initiate, Working memory, Plan/organise, and Monitor), except organisation of materials. Working memory and Initiate are the most impaired, since more than one third of the children had scores in the clinical range on these scales. Compared to the normative sample parents scored significantly more working memory problems. MANOVA-analyses showed developmental and gender differences on EF behaviour in school. Overall, older children had less problems in EF behaviours than younger children and boys showed more problems than girls. Like others we found low correlations between behavioural and cognitive measures (r50 . 20). Conclusions: School aged children with SLI show substantial impairments in everyday EF behaviour in a classroom setting. Almost one third of the children scored in the clinical range on the Metacognition Index. Our findings replicate low correlations between performance based and behavioural based measures on EF. These findings indicate the importance of expanding EF assessment with behavioural measures in clinical practice for children with SLI. keywords SLI, executive function, language impairment international journal of developmental
Journal of Speech, Language, and Hearing Research
Purpose: This study compares the home language environments of children with (a suspicion of) dev... more Purpose: This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting new technology that automatically provides metrics about children's language environment (Language ENvironment Analysis [LENA]). In addition, relationships between LENA metrics and standardized language tests are explored in the DLD group. Method: Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained. For all children, data on parental education and multilingualism were available. In the DLD group, data were collected on receptive and expressive vocabulary and grammar, and on nonverbal intelligence, using standardized tests. Results: We found lower adult word count, conversational turn count, and child vocalization count in the DL...
First Language, 2016
The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourh... more The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourhood density (ND) on pseudoword learning in 17 Dutch-speaking typically developing children (mean age 7;2). They were familiarized with 16 one-syllable pseudowords varying in PP (high vs low) and ND (high vs low) via a storytelling procedure. The participants were tested on their production and comprehension of the pseudowords on three testing sessions: immediately after training, after a consolidation period without further training and after a one week retention period during which one more training session was given. The results show that both in production and comprehension PP had a significant influence on pseudowords with low ND: pseudowords in the condition with converging characteristics (low PP – low ND) were learned significantly better than those in the high PP – low ND condition. No effect of PP was found for pseudowords high in ND. These results give cross-linguistic support ...
Narrative tasks are often used to examine the language development of children with Specific Lang... more Narrative tasks are often used to examine the language development of children with Specific Language Impairment (SLI). These tasks are complex, due to both linguistically and cognitively demands. Earlier studies show that age matched typically developing children (TD) outperform children with SLI on both content (semantic-pragmatic skills) and form (morphosyntactic skills) of narratives and that children with SLI show a dissociation between form and content skills. However, there is less information about narrative skills of children with SLI in comparison to younger, language matched TD children. Therefore, this study compares narrative ability of children with SLI (age 6 & 7) to that of younger TD children (age 4 & 5) matched on passive vocabulary. Both a story generation and a story retelling task were conducted and analyzed for content and form (morphosyntactical complexity and correctness). The results show that children with SLI in the domain of narrative content only differ...
Child Language Teaching and Therapy
The current research investigated the effectiveness of a narrative intervention method aiming to ... more The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) ( n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition ( n = 6). It was found that, after 10 weeks of narrative intervention, children significantly ( p < .05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative mic...
International journal of language & communication disorders, 2017
Children with specific language impairment (SLI) have problems not only with language performance... more Children with specific language impairment (SLI) have problems not only with language performance but also with sustained attention, which is the ability to maintain alertness over an extended period of time. Although there is consensus that this ability is impaired with respect to processing stimuli in the auditory perceptual modality, conflicting evidence exists concerning the visual modality. To address the outstanding issue whether the impairment in sustained attention is limited to the auditory domain, or if it is domain-general. Furthermore, to test whether children's sustained attention ability relates to their word-production skills. Groups of 7-9 year olds with SLI (N = 28) and typically developing (TD) children (N = 22) performed a picture-naming task and two sustained attention tasks, namely auditory and visual continuous performance tasks (CPTs). Children with SLI performed worse than TD children on picture naming and on both the auditory and visual CPTs. Moreover, p...
Language learning and development, Mar 18, 2024
International Journal of Language & Communication Disorders, Aug 16, 2016
Stem-, spraak- en taalpathologie, Sep 1, 2015
International Journal of Language & Communication Disorders, Jul 18, 2012
Bohn Stafleu van Loghum eBooks, 1999
Het gebied waarbinnen pragmatische taalstoornissen wordt bestudeerd, wordt wel aangeduid met de E... more Het gebied waarbinnen pragmatische taalstoornissen wordt bestudeerd, wordt wel aangeduid met de Engelse term clinical pragmatics (Crystal, 1987; Smith & Leinonen, 1992; McTear & Conti-Ramsden, 1992). Vanaf de jaren tachtig zijn er klinische populaties bestudeerd die opvallend afwijkend pragmatisch gedrag vertoonden. Dit leidde ertoe dat bepaalde wetenschappers deze kinderen met specifieke pragmatische taalstoornissen begonnen te labelen als hebbende een semantic-pragmatic deficit syndrome (Rapin & Allen, 1987), of een pragmatic disorder (Bishop & Adams, 1989), pragmatic impairment (Leinonen & Smith, 1994) of semantic-pragmatic disorder (McTear & Conti-Ramsden, 1992). Bishop (2002) spreekt later zelfs van een pragmatic language impairment.
Child Language Teaching and Therapy, Sep 10, 2020
First language, Jan 18, 2016
The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourh... more The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourhood density (ND) on pseudoword learning in 17 Dutch-speaking typically developing children (mean age 7;2). They were familiarized with 16 one-syllable pseudowords varying in PP (high vs low) and ND (high vs low) via a storytelling procedure. The participants were tested on their production and comprehension of the pseudowords on three testing sessions: immediately after training, after a consolidation period without further training and after a one week retention period during which one more training session was given. The results show that both in production and comprehension PP had a significant influence on pseudowords with low ND: pseudowords in the condition with converging characteristics (low PP – low ND) were learned significantly better than those in the high PP – low ND condition. No effect of PP was found for pseudowords high in ND. These results give cross-linguistic support for earlier English findings that convergent PP/ND (low PP – low ND) facilitates triggering word learning in children.
This article was submitted to
Bohn Stafleu van Loghum eBooks, 1999
Taalstoornissen en psychiatrische stoornissen komen vaak samen voor bij een kind. Taalgestoorde k... more Taalstoornissen en psychiatrische stoornissen komen vaak samen voor bij een kind. Taalgestoorde kinderen hebben een verhoogde kans op een psychiatrische stoornis. Het omgekeerde geldt ook: kinderen die in behandeling zijn voor een psychiatrische stoornis hebben vaak een taalstoornis. Wanneer twee stoornissen bij een kind tegelijkertijd voorkomen, noemen we deze stoornissen comorbide.
Early Childhood Research Quarterly
International Journal of Developmental Disabilities, 2014
ABSTRACT Background: There is growing evidence that linguistic and non-linguistic factors may con... more ABSTRACT Background: There is growing evidence that linguistic and non-linguistic factors may contribute to the problems associated with specific language impairment (SLI). One factor that has been implicated is executive functioning (EF). Most studies investigating EF in children with SLI use performance based tasks. Significant group differences in children with SLI are reported on the following components of EF: inhibition, working memory, planning and fluency, although not on the 'shifting' component. Correlations between performance based measurements of EF and ratings of everyday EF behaviours are often low. It is possible that standardised tests are not sufficiently sensitive to the multidimensional nature of EF. Therefore it is suggested that information on EF should be collected in different contexts and from different sources using behavioural ratings, like the Behaviour Rating Inventory of Executive Function (BRIEF) for children. Methods and procedures: A clinical sample of 237 school aged children, aged 5–12 years, (157 boys, 80 girls) with SLI participated in this study. Behavioural and cognitive measures of EF were administered: the BRIEF-questionnaire, assessing everyday EF behaviour in a home and school setting and two EF tasks: Digit span (WISC-III-NL) and Creature Counting (TEA-Ch). Outcomes and results: Compared to the normative sample the prevalence of EF problems in school in children with SLI is much higher than in the normal population. Teachers reported significantly more problems on almost all EF domains (i.e. Inhibition, Shifting, Emotional control, Initiate, Working memory, Plan/organise, and Monitor), except organisation of materials. Working memory and Initiate are the most impaired, since more than one third of the children had scores in the clinical range on these scales. Compared to the normative sample parents scored significantly more working memory problems. MANOVA-analyses showed developmental and gender differences on EF behaviour in school. Overall, older children had less problems in EF behaviours than younger children and boys showed more problems than girls. Like others we found low correlations between behavioural and cognitive measures (r50 . 20). Conclusions: School aged children with SLI show substantial impairments in everyday EF behaviour in a classroom setting. Almost one third of the children scored in the clinical range on the Metacognition Index. Our findings replicate low correlations between performance based and behavioural based measures on EF. These findings indicate the importance of expanding EF assessment with behavioural measures in clinical practice for children with SLI. keywords SLI, executive function, language impairment international journal of developmental
Journal of Speech, Language, and Hearing Research
Purpose: This study compares the home language environments of children with (a suspicion of) dev... more Purpose: This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting new technology that automatically provides metrics about children's language environment (Language ENvironment Analysis [LENA]). In addition, relationships between LENA metrics and standardized language tests are explored in the DLD group. Method: Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained. For all children, data on parental education and multilingualism were available. In the DLD group, data were collected on receptive and expressive vocabulary and grammar, and on nonverbal intelligence, using standardized tests. Results: We found lower adult word count, conversational turn count, and child vocalization count in the DL...
First Language, 2016
The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourh... more The aim of this study was to examine the influence of phonotactic probability (PP) and neighbourhood density (ND) on pseudoword learning in 17 Dutch-speaking typically developing children (mean age 7;2). They were familiarized with 16 one-syllable pseudowords varying in PP (high vs low) and ND (high vs low) via a storytelling procedure. The participants were tested on their production and comprehension of the pseudowords on three testing sessions: immediately after training, after a consolidation period without further training and after a one week retention period during which one more training session was given. The results show that both in production and comprehension PP had a significant influence on pseudowords with low ND: pseudowords in the condition with converging characteristics (low PP – low ND) were learned significantly better than those in the high PP – low ND condition. No effect of PP was found for pseudowords high in ND. These results give cross-linguistic support ...
Narrative tasks are often used to examine the language development of children with Specific Lang... more Narrative tasks are often used to examine the language development of children with Specific Language Impairment (SLI). These tasks are complex, due to both linguistically and cognitively demands. Earlier studies show that age matched typically developing children (TD) outperform children with SLI on both content (semantic-pragmatic skills) and form (morphosyntactic skills) of narratives and that children with SLI show a dissociation between form and content skills. However, there is less information about narrative skills of children with SLI in comparison to younger, language matched TD children. Therefore, this study compares narrative ability of children with SLI (age 6 & 7) to that of younger TD children (age 4 & 5) matched on passive vocabulary. Both a story generation and a story retelling task were conducted and analyzed for content and form (morphosyntactical complexity and correctness). The results show that children with SLI in the domain of narrative content only differ...
Child Language Teaching and Therapy
The current research investigated the effectiveness of a narrative intervention method aiming to ... more The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) ( n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition ( n = 6). It was found that, after 10 weeks of narrative intervention, children significantly ( p < .05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative mic...
International journal of language & communication disorders, 2017
Children with specific language impairment (SLI) have problems not only with language performance... more Children with specific language impairment (SLI) have problems not only with language performance but also with sustained attention, which is the ability to maintain alertness over an extended period of time. Although there is consensus that this ability is impaired with respect to processing stimuli in the auditory perceptual modality, conflicting evidence exists concerning the visual modality. To address the outstanding issue whether the impairment in sustained attention is limited to the auditory domain, or if it is domain-general. Furthermore, to test whether children's sustained attention ability relates to their word-production skills. Groups of 7-9 year olds with SLI (N = 28) and typically developing (TD) children (N = 22) performed a picture-naming task and two sustained attention tasks, namely auditory and visual continuous performance tasks (CPTs). Children with SLI performed worse than TD children on picture naming and on both the auditory and visual CPTs. Moreover, p...