The utility of parent's and teacher's concerns for the screening of speech sound disorders: A study on French-speaking preschool children.

Speech sound disorders (SSD) are associated with difficulties in communication, social participation, literacy, and learning. An early identification process is therefore necessary. Our study was aimed at determining the utility and accuracy of parent's and teacher's concerns in screening for SSD.

Participatory research in child psychology & psychiatry: Embracing untidiness to break new ground.

We are pleased to present our Special Issue on Participatory Research. In this editorial, we outline how the disability rights movement has been instrumental to the development of participatory approaches, before giving consideration to some of the debates and criticisms associated with participatory research in practice. We summarise the contributions offered by the studies within this issue and propose four areas of consideration, drawn from the body of included research, to inform future developments.

'Do it afraid': An arts-based reflexive collective case study exploring youth responses to post-concussion communication changes in daily life.

Background: Concussion and communication researchers have yet to study how post-concussion communication changes affect youths' daily lives. The lack of attention paid to how young people respond to communication changes during concussion recovery constitutes a significant gap in current concussion management research and practices.

Aims: To explore how youth respond to the effects of post-concussion communication changes in their daily life, including (1) daily routines, (2) relationships with family members, (3) relationships with peers and (4) participation in school/work and community activities.

Antidepressants use during pregnancy and child psychomotor, cognitive and language development at 2 years of age-Results from the 3D Cohort Study.

Approximately 5.5% of pregnant women take antidepressants. Studies on prenatal exposure to antidepressants reported no association with child cognition, and inconsistent results with motor function and language development.

Developmental patterns of non-word repetition by monolingual and bilingual school-aged children.

Purpose: The present study examines cross-sectional trends in performance on a quasi-universal non-word repetition (NWR) task. It also considers whether NWR performance is dependent on levels of exposure to a language and compares the performance of bilingual children across their two languages.

Method: A cross-sectional design was employed.

Profiles of word-finding difficulties in school-aged children.

Current understanding of word-finding (WF) difficulties in children and their underlying language processing deficit is poor. Authors have proposed that different underlying deficits may result in different profiles. The current study aimed to better understand WF difficulties by identifying difficult tasks for children with WF difficulties and by focusing on semantic vs.

Rapid transition to telepractice across the lifespan in speech-language pathology: Insight from a survey of clinicians in Canada.

Purpose: This study aims to describe the experiences and needs of Canadian speech-language pathologists (SLPs) who conducted communication assessments via telepractice across the lifespan during the first year (2020) of the COVID-19 pandemic.

Method: The present study consisted of an online survey that aimed to capture both quantitative aspects of telepractice-based communication assessment and the qualitative experience of shifting to telepractice. One hundred sixty-eight practicing SLPs across Canada participated in the survey, between September 2020 and January 2021.

A conceptual model of second language pronunciation in communicative contexts: Implications for children's bilingual education.

Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children's L2 pronunciation in bilingual education that involves non-English languages is much needed for the field of language acquisition. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general.

Internal and external factors contributing to variability in consonant accuracy of Arabic-French simultaneous bilingual children.

This study aims to describe the relationships between child-internal and child-external factors and the consonant accuracy of bilingual children. More specifically, the study looks at internal factors: expressive and receptive vocabulary, and external factors: language exposure and language status, of a group of 4-year-old bilingual Arabic-French children. We measured the consonant accuracy of the children by the percentage of correct consonants in a Picture-Naming Task and a Non-Word Repetition Task in each language.

Word-finding behaviours in narration for typically developing French speakers of school age.

Background: Research in word-finding difficulties is sparse, especially in languages other than English. As a result, the factors associated with the frequency of word-finding behaviours are poorly understood, particularly in discourse.

Aims: This exploratory study is the first to collect data relative to the expected frequency of word-finding behaviours in narration for French speakers aged 7-12 years old with typical development; and (2) to identify the factors associated with the frequency of word-finding behaviours in narration.

Exploring word production in three-year-old monolingual French-speaking children.

There is a general need for more knowledge on the development of French phonology, and little information is currently available for typically developing French-speaking three-year-old children. This study took place in Belgium and explores the accuracy of speech production of 34 typically developing French-speaking children using a picture naming task. Measures of speech accuracy revealed lower performance than previously seen in the literature.

Dynamic assessment of multilingual children's word learning.

Background: Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and support children's language development.

Aims: We developed and studied a novel word learning task that is dynamic and language neutral.

Moving Beyond Single Word Acquisition of Speech Sounds to Connected Speech Development With Dynamic Assessment.

Purpose: The aim of this study was to document speech sound development across early childhood from a dynamic assessment (DA) perspective that captures a breadth of linguistic environments using the Glaspey Dynamic Assessment of Phonology (Glaspey, 2019), as well as to provide normative data for speech-language pathologists to compare speech skills when making clinical decisions and provide historical context. Targets of English were evaluated via DA for the (a) age of acquisition in single words; (b) continued development through connected speech; (c) early, mid, and late sequence; and (d) differences between single word and connected speech productions.

Method: Data were extracted from the reported results of the norming study for the Glaspey Dynamic Assessment of Phonology, which included a representative sample of 880 children ages 3 years to 10;11 (years;months).

A comparison of two phonological screening tools for French-speaking children.

To examine two screening tools for phonological production, the (ESPP) and the (TPFC-D), developed according to differing theoretical perspectives. The TPFC-D, designed according to nonlinear phonology, includes more words and contains a greater variety of segments across word structure as compared to the ESPP, which was guided by a linear phonological framework. The greater response rate to test items, time of administration, and phonological complexity were expected on the TPFC-D.

Bilingualism in School-Aged Children with ASD: A Pilot Study.

Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses, we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children.

Effects of speech cues in French-speaking children with dysarthria.

Background: Articulatory excursion and vocal intensity are reduced in many children with dysarthria due to cerebral palsy (CP), contributing to the children's intelligibility deficits and negatively affecting their social participation. However, the effects of speech-treatment strategies for improving intelligibility in this population are understudied, especially for children who speak languages other than English. In a cueing study on English-speaking children with dysarthria, acoustic variables and intelligibility improved when the children were provided with cues aimed to increase articulatory excursion and vocal intensity.

"I Don't Feel Like a Gender, I Feel Like Myself": Autistic Individuals Raised as Girls Exploring Gender Identity.

Background: This article addresses a gap in current research by considering perceptions of gender within autistic adults raised as girls.

Methods: We report on an online focus group, in which 21 individuals who had been raised as girls discussed their gender identities. This discussion was part of a larger study, involving 43 participants from eight countries.

Modelling vocabulary development among multilingual children prior to and following the transition to school entry.

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry.

Neurodevelopmental Outcomes After Assisted Reproductive Technologies.

Objective: To compare children's cognitive, motor, and language development at 2 years of age after assisted reproductive technologies (ARTs) relative to natural conception.

Methods: The 3D-Study (2010-2012) is a prospective cohort study, which sought to improve the understanding among perinatal events, obstetric outcomes, and child development. A total of 2,366 pregnant women were recruited, of whom 278 conceived with ART: ovarian stimulation, intrauterine sperm insemination, in vitro fertilization, intracytoplasmic sperm injection, or in vitro maturation.

Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study.

This study aimed to gather information from school- and clinic-based professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities. Using an online survey, data were collected in six socio-culturally and linguistically diverse locations across four countries: the United States, Canada, the United Kingdom, and the Netherlands. In total, 361 surveys were included in the analysis from respondents who were primarily teachers and speech-language pathologists working in schools, daycares/preschools, or community-based clinics.

Access to Opportunities for Bilingualism for Individuals with Developmental Disabilities: Key Informant Interviews.

The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g.

A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual.

This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly.

Phonetic and phonological perspectives on the acquisition of voice onset time by French-speaking children.

The goal of the present article is to describe the acquisition of the phonetic details and phonological categories of stop consonants in French. To this end, the stop consonants produced by children aged 2-4 years were transcribed and acoustically analysed. Stop consonants provide an interesting window in phonetic and phonological development since they are among the first phonemes to be acquired in French (MacLeod, Sutton, Thordardottir & Trudeau, 2011), yet the mastery of the phonetic detail of these phonemes can be more drawn out (Allen, 1985).