Impact of a Carbohydrate Mouth Rinse on Corticomotor Excitability after Mental Fatigue in Healthy College-Aged Subjects.

Unlabelled: Mental Fatigue (MF) has been associated with reduced physical performance but the mechanisms underlying this result are unclear. A reduction in excitability of the corticomotor system is a way mental fatigue could negatively impact physical performance. Carbohydrate (CHO) mouth rinse (MR) has been shown to increase corticomotor excitability.

Carbohydrate mouth rinsing does not affect 6-min walk test performance and blood glucose responses in older adults.

Purpose: Carbohydrate (CHO) mouth rinsing (MR) prior to exercise has been shown to elicit enhanced performance and energy availability in some studies. Previous literature has concentrated on examining CHO MR strategies for improving aerobic endurance performance in younger athletic adults. Knowledge of the impact of CHO MR on functional performance in older adults is scarce.

Structural and dialectal characteristics of the fictional and personal narratives of school-age African American children.

Purpose: To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children.

Method: Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density.

Learning word meanings during reading by children with language learning disability and typically-developing peers.

This study investigated whether children with language learning disability (LLD) differed from typically-developing peers in their ability to learn meanings of novel words presented during reading. Fifteen 9-11-year-old children with LLD and 15 typically-developing peers read four passages containing 20 nonsense words. Word learning was assessed through oral definition and multiple-choice tasks.

Subtyping stuttering II: contributions from language and temperament.

Unlabelled: This paper is the second in a series of two articles exploring subtypes of stuttering, and it addresses the question of whether and how language ability and temperament variables may be relevant to the study of subtypes within the larger population of children who stutter. Despite observations of varied profiles among young children who stutter, efforts to identify and characterize subtypes of stuttering have had limited influence on theoretical or clinical understanding of the disorder. This manuscript briefly highlights research on language and temperament in young children who stutter, and considers whether the results can provide guidance for efforts to more effectively investigate and elucidate subtypes in childhood stuttering.

Language abilities and nonverbal IQ in children with language impairment: inconsistency across measures.

The present study used correlation analyses to examine the extent to which language abilities are associated with nonverbal IQ in 30 children with language impairment, age 4-8 years. After controlling for age, nonverbal IQ demonstrated medium associations with composite measures of both semantic and morphosyntactic abilities (r = .46 and .

Measuring word learning: dynamic versus static assessment of kindergarten vocabulary.

Unlabelled: This preliminary study investigated the potential of using a dynamic approach to assessing expressive word mapping. Because measuring word mapping with productive language responses is much more difficult than measuring receptive word mapping, incorporating a dynamic measure allowed us to tap partial mapping and provided useful information on word learning. Participants were 24 typically developing African American children, from high-risk backgrounds and low-risk backgrounds, as determined by school and family demographics.

Examining communication repairs of 2 young children with autism spectrum disorder: the influence of the environment.

Purpose: The purpose of this study was to examine the repair strategies of 2 young children with autism spectrum disorder from an environmental rather than a developmental perspective.

Method: A scripted protocol that included opportunities for requests and repair was followed. The environmental variables investigated were activity type (e.

Preschool teachers' perceptions and reactions to challenging classroom behavior: implications for speech-language pathologists.

Awareness of issues of social competence and challenging behavior related to childhood language an communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors.

Language abilities in children who stutter: toward improved research and clinical applications.

The nature of the association between language and stuttering in young children has been the focus of debate for many years. One aspect of this ongoing discussion is the status of language abilities in children who stutter (CWS). Available research findings and associated interpretations of these findings are equivocal.

Listeners' Perceptions of Language Use in Children.

Past research suggests that when children's communication skills do not match others' expectations, children are likely to be perceived negatively and may consequently experience less academic and social success. This project focused on listeners' perceptions of three children, one with specific language impairment (SLI) and two typically developing peers. The listeners consisted of teachers, speech-language pathologists, undergraduate students, and sixth-grade students.