9th CPLOL CONGRESS BOOK OF ABSTRACTS

BOOK OF ABSTRACTS 9 CPLOL CONGRESS th

Open the doors to communication May 8-9, 2015 Florence Italy

www.cplolcongress2015.eu

Book of Abstracts 9th CPLOL Congress May 8-9, 2015, Florence, Italy CPLOL, 2015

Book editor Baiba Trinite Language editors Michèle Kaufmann-Meyer Maria Vlassopoulos Translation Maria Rosaria Broggi Graphic design Uvetamex

© CPLOL, 2015 Standing Liaison Committee of E.U. Speech and Language Therapists and Logopedists 145 Bd Magenta, F-75010 Paris www.cplol.eu

ISBN

978-2-9552505-0-1

EAN 9782955250501

BOOK OF ABSTRACTS 9 CPLOL CONGRESS th

Open the doors to communication May 8-9, 2015 Florence, Italy

www.cplolcongress2015.eu

Executive Committee CPLOL 2013-2016

President: Michèle Kaufmann-Meyer Secretary General: Ulrika Guldstrand Vice President, Education: Maria Vlassopoulos Vice President, Professional Practice: Catarina Olim Vice President, Congress: Baiba Trinite Vice President Recognition: Raffaella Citro Treasurer: Frédérique Schneider

Congress president

Michèle Kaufmann-Meyer (Switzerland)

Host president

Tiziana Rossetto

Scientific committee

Chair: Baiba Trinite (Latvia) Child language Kristina Hansson (Sweden) Rositsa Iossifova (Bulgaria) Maria Vlassopoulos (Greece) Child Non-Language Michèle Kaufmann-Meyer (Switzerland) Vilma Makauskiene (Lithuania) Thora Masdottir (Iceland) Heike Münch (Austria) Adult language Jean-Laurent Astier (France) Fofi Constantinidou (Cyprus) Mary Overton Venet (Switzerland) Adult non-language Raffaella Citro (Italy) Hanneke Kalf (Netherlands) Youri Maryn (Belgium) Education Bauke Leijenaar (Netherlands) Anne-Lise Rygvold (Norway) Irene Vernero (Italy)

Organizing committee

Raffaella Citro (Italy) Anna Giulia De Cagno (Italy) Gianfranca Errica (Italy) Ulrika Guldstrand (Sweden) Michèle Kaufmann-Meyer (Switzerland) Catarina Olim (Portugal) Sara Panizzolo (Italy) Frédérique Schneider (France) Baiba Trinite (Latvia) Maria Vlassopoulos (Greece)

Organizing secretariat

Italy Destination Labs An Uvet American Express division Via La Marmora 36 50121 Florence - Italy

CONTENTS Welcome addresses

5

Invited speakers

7



Honorary speech

7



Keynote speeches

8



Invited sessions

11

Oral presentations

13

Workshops

99

Round table discussion

111

Poster presentations Authors’ Index

115 203

4

Michèle Kaufmann-Meyer President of CPLOL

Dear Friends and Colleagues, It is my privilege and great pleasure, as President of the Standing Liaison Committee of E.U. Speech and Language Therapists and Logopedists (CPLOL), to invite and welcome you to the 9th European Congress of Speech and Language Therapy which will be held at the Palazzo degli Affari in Florence, Italy, from May 8th to May 9th 2015. CPLOL represents 35 national associations of SLTs with approximately 80,000 professionals from 30 European countries. Our main goal is to represent all professionals across Europe and promote Speech and Language Therapy on the scientific, academic and clinical arena. The European Congress of CPLOL is a major event for the logopedic community and attracts a vast number of European as well as worldwide clinicians, researchers, academics and professionals from the field of communication rehabilitation and related areas. Florence is the capital and the most populous city of the province of Tuscany. Due to Florence’s artistic and architectural heritage, it was ranked as one of the most beautiful cities in the world and declared a World Heritage Site by UNESCO in 1982. It is considered the birthplace of Renaissance and offers a multitude of historical and cultural attractions. A renowned fashion city, a place of culinary delights and with its proximity to the famous Tuscan vineyards, it certainly offers its visitors the opportunity to live the “italianità”*. The Congress Organizing Committee in collaboration with Uvet American Express and the Scientific Committee are working fervently to present a stimulating scientific program with keynote lectures, and a wide variety of sessions, workshops and poster presentations that will appeal to the eclectic community of multilinguistic, multicultural and diversified attendees. In addition, the Congress always gives wonderful opportunities for social networking events, for professional exchanges, as well as cultural and culinary diversions. I am looking forward to this event and to the opportunity to share it with friends and colleagues from our wonderful community of Speech and Language Therapists across all frontiers. Let us “OPEN THE DOORS TO COMMUNICATION” together and share the passion!

* Italian character

Tiziana Rossetto

President of Federazione Logopedisti Italiani Dear Friends and Colleagues, The Federazione Logopedisti Italiani has welcomed the opportunity to host the 9th CPLOL Congress in Italy with great excitement and pride. In 2015 the appointment will see the European Community of Speech and Language Therapists aware of the professional role and the sophisticated skills needed to meet the new challenges of the European Health systems in complex times. Answers and solutions already belong to the professional community who has been promoting and adopting methods and solutions based on accuracy and scientific vidences for the protection and the quality of the treatments. As a demonstration that Europe does not only mean EURO, the European single currency, the Federazione Logopedisti Italiani, FLI, welcomes you to Italy and to the city which mainly represents it for culture, history, places of excellence and cultural innovations: Florence. The 9th CPLOL Congress is held in conjunction with the World Expo, Feeding the Planet, Energy for Life, a unique event and a once-in-a-lifetime experience which will leave a lasting impression on those who will also take the opportunity of visiting it. The Italian Association, FLI, will also give its contribution to the European Congress by jointly holding its national conference “feeding the mind, quality for life” by sharing the best practices of Speech and Language Therapy and reinterpreting the main Expo theme. With these perspectives of scientific and cultural opportunities and aiming at sharing this cultural and educational space with new professional objectives Italy waits for you! See you in Florence – Arrivederci a Firenze!

5

Baiba Trinite

Chair of the Scientific Committee Vice President of CPLOL Dear Colleagues, The Scientific Congress is the reference point for each individual researcher and for speech and language therapy in general. In this volume, I have the privilege to present more than 300 abstracts from 39 different countries around the world, which were submitted to the congress. Throughout the process, I have tried to find answers to the question: “What are you, European Speech and Language Therapy, in the year 2015?” My answer is definite, convincing and clear. European Speech and Language Therapy, you are diverse, covering different fields of SLT and finding contact points with related disciplines. You are reflective, looking deeply inside disorders, searching for explanations of causes, symptoms, and the best therapy techniques. You are international, demonstrating that scientists do not have borders and that we can create scientific networks, not only between European countries, but also through transcontinental communication. Finally, you are young – many young researchers are taking their first steps on the old stage of European speech therapy, and for them the Florence congress will always be remembered as their initiation. I hope the 9th CPLOL Scientific Congress will be a springboard for all young and talented people wishing to join their lives with speech therapy, a place where they can find ideas for future studies; and for experienced researchers and professionals, the Congress may provide a scientific platform where theory meets practice and new ideas will be possible. Thus the spirit of speech therapy will be an inspiration for everyone. I would like to thank all people involved in the hard work of congress preparation – members of the scientific and organizing committees, FLI and Uvetamex. We created a perfect team! The doors have been opened to communication and communication opens the doors to science, experience and collaboration!

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INVITED SPEAKERS Dorothy Bishop United Kingdom

Dorothy Bishop is Professor of Developmental Neuropsychology at the University of Oxford. She is funded by the Wellcome Trust on a Principal Research Fellowship and heads a programme of research into children’s communication impairments. Dorothy’s interest in cognitive disorders was stimulated when she studied Experimental Psychology at Oxford University in the early 1970s, and she went on to train as a clinical psychologist at the Institute of Psychiatry in London. She was fortunate in receiving long-term research funding, first from the Medical Research Council and subsequently from the Wellcome Trust, and this allowed her to adopt an unusually broad approach to the study of children’s language disorders. Dorothy has authored two books and edited four others, and published over 200 papers in scientific journals. She has developed widely-used assessments of children’s language, including the Test for Reception of Grammar, and the Children’s Communication Checklist. Dorothy is a Fellow of Royal Society, a Fellow of the Academy of Medical Sciences, and a Fellow of the British Academy, and has Honorary Doctorates from the Universities of Newcastle upon Tyne, Western Australia and Lund, Sweden. She holds a supernumerary fellowship at St John’s College, Oxford.

Honorary speech Why do some children find language so hard to learn? Theoretical accounts of children’s language difficulties have been polarised between those that postulate auditory processing deficits, and those that focus on poor grammatical competence. I will discuss evidence from a study that used computerised training to look at learning in children with unexplained language difficulties. We contrasted learning of new vocabulary vs. learning to respond to simple reversible sentences that included a spatial preposition (e.g., “the duck is above the ball”). Our results indicated that children’s comprehension problems are not explicable in terms of auditory processing problems. Nor did children seem to lack grammatical knowledge: their problems on the prepositions task reflected performance rather than competence limitations. The overall pattern of results agreed well with the hypothesis that there is a problem with procedural learning in children with specific language impairment. Poor sentence comprehension arises when the child has to hold material in memory while translating a sequence of words into meaning. Declarative learning – which is involved in learning associations between sounds and meanings – is relatively spared. Implications of these findings for therapy will be discussed.

7

Virginia Volterra Italy

Virginia Volterra, formerly Director of the Institute of Cognitive Science and Technologies of CNR (1998-2001), is currently associated to the same Institute. She has explored early language development in typically and atypically developing children providing insights into the role of gesture. She pioneered sign language research in Italy. Author of more than 200 publications with national and international publishers, she has been named Honorary Fellow of University College London.

Keynote speech From action to language: recent theoretical perspectives and empirical evidence The presentation focuses on early stages of development exploring the emergence of the language system from action in infancy and its evolution toward the adult system. In the late 1970s, when systematic studies on language acquisition began, the findings on the role of action and gesture in the acquisition and development of language did not raise any particular interest in a wider audience. In more recent years a new theoretical framework emerging from different disciplines and perspectives (evolutionary, neuro-physiological, linguistic) made this approach to the ontogeny of language extremely relevant. Recent findings on the tight link between actions, gestures, and spoken words in young children support and are in accordance with hypotheses put forward by these different new theoretical perspectives.

8

Jean-Luc Nespoulous France

Currently: Professor Emeritus, University of Toulouse, Honorary President of the “Société de Neuropsychologie de Langue Française”. M.A in English and M.A in General Linguistics (1970). PhD in Linguistics (1973) with a thesis on agrammatism in Broca’s Aphasia. Appointed “Assistant Professor” in the Department of Language Sciences (University of Toulouse) until 1980, he then leaves Toulouse to co-found, in 1982, with Pr. André Roch Lecours the “Théophile Alajouanine Laboratory” at the University of Montreal, Canada nowadays CRIUGM). In 1986, in that same university, he is appointed “Full Professor’ of Neuropsycholinguistics in the Department of Linguistics and Philology. Back to Toulouse in 1988, he founds, in 1990, the “Neuropsycholinguistics Laboratory Jacques-Lordat” (Université de Toulouse-Le Mirail) within the Department of Language Sciences of that university. He very actively participates in the launching, in 1990, of the Toulouse Network in Cognitive Sciences (PRESCOT) sponsored by the C.N.R.S (“Cognisciences Project”). In 2000, he founds the “Toulouse Brain Sciences Institute” (ISCT) and remains its Director until 2007. In 2007, he finally founds the “Interdisciplinary Research Unit OCTOGONE” gathering, for the first time in Toulouse researchers from both linguistics and psychology (n= 50). “Silver Medal” from the CNRS in 2004 CNRS for his contribution to the development of Cognitive Sciences and Interdisciplinarity, he retires in 2010 at the end of his mandate as “Senior member” of the “Institut Universitaire de France” in the chair of Cognitive Neuropsycholinguistics.

Keynote speech Communication despite aphasia …and what if aphasic patients communicated better than they talk1 If linguistic competence does require the mastery of the phonological and lexical structural units of a natural language together with their morphosyntactic rules, “in situ” communicative competence (Cherry, 1957, Hymes 1966) needs the calling up of several adaptative strategies in order to ensure adequately, with a high degree of cognitive flexibility, the felicitous transfer of information. If such a statement universally applies to any interactive speech acts (Austin, 1962 ; Searle, 1969…) between normalspeaking subjects, it is all the more valid when one comes to consider communication involving someone suffering from a language deficit (here “aphasia“) and fighting to “by-pass” it as much as possible. Within the context of our presentation, we will focus more on the latter than on the former perspective, in an attempt to shed light upon adaptative (palliative) strategies developed by both the patient and his human environment in everyday semiotic practice (Nespoulous, 1973, 2014). To these intrinsic, and largely spontaneous, strategies may/ must be obviously added extrinsic strategies, whether induced by the speech therapist or relying on the modern technological tools of “augmentative communication” and “information/access for all” (Nespoulous & Virbel, 2007). The notion of “shared handicap” will be developed and particular emphasis will be laid upon the necessity, for speech therapists, to resort to a functional, cognitive - but pragmatically “situated” -- neuropsycholinguistic approach of acquired aphasia.

References

Austin, J. How to do things with words, Oxford, Oxford University Press, 1962. Cherry, C. On human communication, Cambridge (Mass.), The M.I.T Press, 1957. Hymes, D.H. «Two types of linguistic relativity», in W. Bright (Ed.) Sociolinguistics, The Hague, Mouton, 114-158, 1966. Nespoulous, J-L. Etude linguistique de divers phénomènes d’agrammatisme, Thèse pour le Doctorat de 3ème cycle, Université de Toulouse-Le Mirail, 1973. Nespoulous, J-L. «L’aphasie: du déficit à la mise en place de stratégies palliatives», in J-M. Mazaux., X. de Boissezon., P. Pradat-Diehl. & V. Brun (Eds.)., Communiquer malgré l’aphasie, Montpellier, Sauramps Médical, 11-19, 2014. 1. Cf. « Aphasics communicate better than they talk ». (p. 173). Holland, A. « Some practical considerations in aphasia rehabilitation », in M. Sullivan & M.S. Kommers (Eds.) Rationale for adult aphasia therapy, Lincoln, University of Nebraska Medical Center Print Shop, 167-180, 1977.

9

Jois Stansfield United Kingdom

Jois Stansfield is a speech and language therapist with academic and clinical posts in England, Canada and Scotland, working with a range of client groups, notably intellectual impairment and dysfluency. Since 2003 she has held the post of professor of Speech Pathology at Manchester Metropolitan University, where she teaches clinical education, ethics and fluency classes and supervises Honours projects for Psychology and Speech Pathology and Speech Pathology and Therapy undergraduate students. In addition she contributes evidence based practice and project development units at MSc level and is currently leading the development of an all on-line Masters of Research in Health and Social Care degree. Research interests include ethical issues in research and practice; communication in intellectual impairment; stuttering; student education; SLT service evaluation; and SLT history. Her PhD students are investigating autism, dysphagia, hearing impairment, intellectual impairment; older children with language difficulties; psychological responses to ill health and speech therapy clinical decision making. She was one of the steering group members of the CPLOL led multi-partner EU project NetQues, developing benchmark competences for SLT graduates across Europe. Other recent research has focused on identifying training requirements for competence in dysphagia management for new SLT graduates; the experiences of parents with intellectual impairments and the ways in which they can be supported to communicate with authority figures and she has recently completed a commissioned project producing an on-line history of the UK professional body (RCSLT).

Keynote speech Education, effective practice and ethics in speech and language therapy The paper traces speech and language therapy educational approaches in the 20th century, then draws from research on SLT education carried out in the UK in the late 1990s, relating this to the EU wide NetQues project completed in 2014, to identify the areas of practice considered essential for a newly graduating SLT today to be considered capable of effective practice, i.e. ‘competent’. Speech and language therapy students begin by bringing a combination of cognitive abilities, linguistic and interpersonal skills and personal motivations to the programmes of education they enter. They develop a range of profession specific knowledge, clinical skills and a values base through a wide range of learning opportunities during their studies. This enables them to succeed in their chosen field and join the speech and language therapy community. A number of models of competence in SLT practice are presented and these are related to current approaches to SLT education for practice. It is argued that personal characteristics and values underpin the application of knowledge and skill aspects of clinical work, that values can be learned and these are at the heart of effective, competent practice. However, there is a complex and constantly changing relationship between these aspects of competence, which is directly influenced by the context in which a therapist works. Case studies are used as exemplars of clinical decision making in practice. Ethical practice is expected of all SLTs and the paper goes on to discuss the bases of ethical reasoning in speech and language therapy, how this reasoning can be supported and what to do when ethical practice or professional competence are in question. The paper concludes by considering how social mores change over time and how cultural diversity across Europe may challenge SLT’s values and notions of propriety. It returns to the NetQues outcomes and country snapshots and the implications of the European Union’s official motto, ‘United in diversity’ for speech and language education and practice.

10

Katherine Verdolini Abbott United States of America

Dr. Verdolini Abbott is Professor Communication Science and Disorders and Otolaryngology at the University of Pittsburgh in Pittsburgh, Pennsylvania (USA). She is also a faculty member in the McGowan Institute for Regenerative Medicine at the University of Pittsburgh, and in the Center for the Neural Basis of Cognition at Carnegie-Mellon University and the University of Pittsburgh. She has received continuous funding since 1997 from the National Institutes of Health (USA) for her research in voice and voice disorders. Her research interests have focused on the effects of hydration and dehydration on voice, voice production biomechanics, models of perceptual-motor learning applied to voice, physical pathways in mind-body connections in voice, interactions between breathing and laryngeal function, and exercise physiology. She is a Fellow of the American Speech-Language-Hearing Association (ASHA), from which she also received the highest Honors in 2009. She is former Editor of the Journal of Speech, Language, and Hearing Research, and also G. Paul Moore Lecturer at the 2011 Voice Foundation Symposium in Philadelphia. She recently completed a Master of Divinity degree from Pittsburgh Theological Seminary, and has interests in spirituality and health.

Invited session Emerging models of pediatric voice therapy: voice conservation, be gone! Many conditions may affect children’s voices. However, by far the most common conditions are those attributable to voice use patterns, such as nodules. The first-line approach for the treatment of such phonotraumatic conditions is overwhelmingly behavioral. Traditional models of behavioral intervention have emphasized voice conservation. The logic is that if voice use caused the problem, a reduction in voice use should help to cure it. On the surface, the logic is sensible. However, at a deeper level, it is flawed in two ways. First, we are communication specialists. As such, it is paradoxical for us to address a communication problem by asking a person to communicate less. With this approach, our patients are either impaired either by their disease or by their treatment. Second, new data on the biology of laryngeal injury and wound healing suggest that some forms of tissue mobilization – for example those found in resonant voice and some other voicing patterns – may actually be reparative for acute and possibly chronic vocal fold injury. This presentation will review the biological data and apply them to emerging models of voice therapy for children. Attention will also be given to theoretical factors in perceptual-motor learning in children, which should also shape our therapies. Brief examples will be provided of how both biomechanical and learning variables are integrated in a new model of pediatric voice therapy, Adventures in Voice.

11

Arlene A. Pietranton United States of America

Arlene A. Pietranton, PhD, CAE serves as Chief Executive Officer of the American Speech-Language-Hearing Association (ASHA), the professional scientific, and credentialing association for over 173,000: audiologists; speech-language pathologists; speech, language, and hearing scientists; and student, international and support personnel affiliates. ASHA’s staff of 260 individuals are based in the association’s Gold LEED certified national office located in Rockville, MD. Before working at ASHA Arlene was on staff at The George Washington University Medical Center in Washington, DC where she held several clinical and administrative positions as a speech-language pathologist and member of the medical center administration. She is an ASHA Fellow and past president of the District of Columbia Speech-Language-Hearing Association. Arlene is active in the American Society of Association Executives (ASAE) and has actively collaborated with association executives throughout North America, Europe, Australia and Asia on association management and governance. She is an ASAE Fellow and the immediate past Chairperson of the ASAE Board of Directors. Arlene earned her Bachelor of Arts in biology, Master of Arts in speech-language pathology, and PhD in psychology from the George Washington University. She resides in Washington, DC with her husband and two adult daughters. Her interests include international history and culture, reading, theater, travel, skiing and spending time with family and friends.

Judith L. Page

United States of America Judith L. Page, PhD, CCC-SLP, associate professor in the Division of Communication Sciences and Disorders at the University of Kentucky, served as Program Director for Communication Sciences and Disorders for 17 years and Chair of the Department of Rehabilitation Sciences for 10 years. Her clinical, teaching, and research areas include research methods, AAC, service delivery in the public schools, and language intervention strategies for individuals with complex communication needs. Judy is an ASHA Fellow and is currently president-elect of the American Speech-Language-Hearing Association (ASHA). In this role she serves on ASHA’s Board of Directors, ASHA’s Financial Planning Board, and the American Speech-Language-Hearing Foundation’s Board of Trustees. Previous ASHA activities include service as member and chair of both the Council on Academic Accreditation in Audiology and Speech-Language Pathology and the Council for Clinical Certification in Audiology and SpeechLanguage Pathology, service as an accreditation site visitor, and appointments to several other ASHA committees. Judy is a past president of the Kentucky Speech-Language-Hearing Association, former chair of the Kentucky Board of Speech-Language Pathology and Audiology, and former secretary of the Council of State Association Presidents. Judy earned three degrees in speech-language pathology: a bachelor’s from the University of Minnesota, a master’s degree from the University of Illinois, and a PhD from Purdue University. She resides in Lexington, KY with her partner and several four-legged children. Her interests include choral music, reading, travel, theater, mid-century modern design, and spending time with friends.

Invited session Speech-language-pathology in the usa and asha: their history and their future Arlene A. Pietranton, Judith L. Page

Associations play a vital role to the success of any profession. Through the professional standards we develop, the resources and public awareness materials we disseminate, and the continuing professional development we provide – associations truly help to make the world better, safer and smarter. This session will provide a brief history of the profession of Speech-Language Pathology in the United States and the professional, scientific and credentialing association ASHA (the American Speech-Language-Hearing Association). ASHA’s current organizational and research priorities and its external collaborations will be described. And recent research findings on factors that are characteristic of high performing association Boards will also be shared.

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ORAL PRESENTATIONS

13

01.1 SENTENCE REPETITION AS A TOOL OF SLI IDENTIFICATION: THE CASE OF CYPRIOT GREEK Eleni Theodorou - Cyprus Acquisition Team, University of Cyprus, Nicosia, Cyprus Maria Kambanaros - Department of Rehabilitation Sciences, Cyprus University of Technology, Limassol, Cyprus Kleanthes Grohmann - Cyprus Acquisition Team, University of Cyprus, Nicosia, Cyprus Objective: Researchers have recognized the utility of a sentence repetition task (SRT) in assessing children’s language ability, and due to this, several diagnostic and screening tests incorporate it as a subtest. The objectives of this study are: 1. to evaluate the performance of Greek Cypriot children with Specific Language Impairment (SLI) on α SRT, 2. to examine the diagnostic accuracy, namely specificity and sensitivity levels of the task, 3. to determine whether children’s performance on the SRT is correlated with their performance on language tests that are used by speech and language therapists (SLTs) in Cyprus. Methods: Thirty-eight Greek Cypriot children aged 5 to 9 years participated in this study. The children were divided into two groups: a group including children with SLI (n=16) and a chronological age-matched control group (n=22). The SRT explored the recall of sentences that included subject and object relative clauses, embedded that-clauses, adjunct because-clauses, negative sentences, and subjunctive clauses. Results: Data analysis showed that the SRT yielded significant differences in performance of children with SLI and those who are typically developing. Children with SLI performed significantly worse than controls. Analysis of diagnostic accuracy showed good levels of both specificity and sensitivity (80%). Furthermore, the task was found to correlate with measurements included in the battery of diagnostic tests (e.g. DVIQ: Morphosyntax, BST: Subordinated clauses). Conclusions: Both the accuracy level of the task and its correlation with measurements that assessed different language components indicated that the SRT can be used by SLTs for diagnostic accuracy in the context of SLI. Keywords: SLI, sentence repetition, Cypriot Greek, identification accuracy

01.2 A SWEDISH TEST FOR LANGUAGE SCREENING AT AGE 4 Ann Lavesson - Department of speech- and language pathology, Skåne University Hospital, Lund, Sweden Martin Lövdén - Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden Kristina Hansson - Department of Clinical Sciences, Logopedics, Phoniatrica & Audiology, Lund University, Lund, Sweden Objective: In Sweden the most comprehensive screening including language is carried out at age 4 by health nurses. Protocols presently in use focus mainly on phonology and often fail to identify children with more severe language difficulties. The purpose of our project was to construct a standardized screening test based on research on clinical markers of language impairment to identify children who need language intervention. Methods: A test containing different types of tasks was constructed. Health nurses at different child health centers used the test for language screening at the 4-year check-up with 342 children. The population was unselected and 24% of the children were multilingual, which is representative of Swedish demography. A preliminary cut-off score was selected for referral to a Speech-Language Therapist (SLT). Results: 42 children were referred to an SLT and were assessed with respect to expressive phonology, grammar and sentence comprehension. 14

In 31 cases the referrals were judged as adequate. Based on the information so far sensitivity is .94 and specificity .96. Multilingualism did not correlate with total score and correlation with gender was very weak. To identify possible false negatives, a follow-up questionnaire to parents whose child has reached the age of 5½-6 will be finalized in April 2015. Conclusions: The test seems to have satisfactory properties to be able to identify children who need to see an SLT at age 4 and to be appropriate to use for both mono- and multilingual children. Keywords: Language impairment, language screening, sensitivity, specificity

01.3 DIAGNOSTIC ACCURACY OF TWO LANGUAGE DEVELOPMENT TESTS IN TURKISH Orhan Selçuk Güven - Research, Education and Training Center for Speech and Language Therapy, Anadolu University, Eskisehir, Turkey

Objective: The purpose of the study is twofold: a) to define data-based cutoff score(s) to identify language disorders in children and b) to investigate the diagnostic accuracy of two tests (TEDİL and TODİL) based on the cutoff scores. Methods: The Turkish Early Language Development Test (TEDİL; Topbaş & Güven, 2011) is an adaptation of the Test of Early Language Development-3 and the Turkish School Age Language Development Test (TODİL; Topbaş & Güven, in press) is an adaptation of the Test of Language Development-Primary:4. In the study, for TEDİL (N=1431) and TODİL (N=1231) in total 2662 children’s data was used. The sample is quite representative and in order to do this, different demographic aspects (such as gender, age, ethnicity) have been considered. According to the results for both tests, as a data-based cutoff score -1.00 sd or 85 quotient has been found. In this study, in addition to a minimum degree of sensitivity and specificity, minimum positive and negative likelihood ratios have also been considered as a criteria. Results: According to the results, both TEDİL and TODİL have sufficient degrees on the identification of monolingual children with or without primary and secondary language impairment. On the other hand, both tests have been found insufficient for the identification of typically developing bilingual children. Conclusions: Despite its high accuracy on the identification of monolingual typically and atypically developing children, these tests need to be used carefully in typically developing bilingual children. Keywords: Developmental language tests, language disorders, diagnostic accuracy, sensitivity, specificity

01.4 VALIDATING A PHONOLOGY ASSESSMENT AND DOCUMENTING PHONOLOGICAL PROCESSES FOR SINHALA-SPEAKING CHILDREN BETWEEN 2 TO 6 YEARS IN SRI LANKA Shyamani Hettiarachchi - Department of Disability Studies, Faculty of Medicine, University of Kelaniya & Curtin University, Colombo, Sri Lanka

Objective: 1. to develop and validate test items for a Sinhala speech assessment on children aged between 2;0 to 6;0, 2. to document the typical phoneme acquisition and phonological 15

processes in Sinhala-speaking children aged between 2;0 to 6;0. Methods: The ‘Sinhala Speech and Phonology Assessment’ was devised by the researchers based mainly on the Diagnostic Evaluation of Articulation and Phonology (Dodd et al., 2002) and administered to 250 Sinhala-speaking children between the ages of 3;0 to 5;00 years (50 children per age band of 3;0 to 3;5, 3;6 to 3;11, 4;0 to 4;5, 4;6 to 4;11, 5;0 to 5;5 and 5;6 to 6;0). The use of the test items will be determined by measures of content validity, test-retest reliability and interrater reliability. To determine phoneme and phonological acquisition, the speech data were phonetically transcribed and quantitative and qualitative analyses undertaken. Using the Phonological Assessment of Child Speech (PACS, Grunwell, 1985) as a guide, individual phonetic and phonemic inventories were compiled for each participant. The consonant sounds were analyzed according to two phonetic features: place of articulation and manner of articulation. The criterion for mastery of a sound (vowels and consonants) was the production of it in the assessment either spontaneously or in imitation in at least two word-positions (Dodd et al., 2002). Although most studies on English have looked at speech sounds in word-initial and final positions (e.g. Dodd et al., 2002; Smit et al., 1990), as the occurrence of consonants in word-final position in Sinhala is limited (Disanayaka, 1991), mastery of a sound in word-initial and word-medial or final was deemed permissible in the Sinhala data. The quantitative measures will include Percent Consonants Correct (PCC), Percent Vowels Correct (PVC) and Percent Phonemes Correct (PPC) and statistical analyses using t-tests and one-way ANOVAs. Qualitative analyses will be undertaken through a comparison of the data with norms for English2 used in clinical practice at present. Results: There was a significant effect of age on phoneme acquisition and on phonological processes. There were ‘universal’ and ‘language-specific’ in both the rate and order of speech sound acquisition and the patterns of phonological processes in Sinhala compared to norms for English. Comparable typical phonological patterns to English included consonant harmony, fronting, stopping and cluster reduction, although the speech sounds substituted differed between the two languages. In contrast, the language-specific phonological processes included lateralization and denasalisation of prenasalised stops. Conclusions: The test items included were able to generate target phonemes and phonological processes in participants between 2;0 to 6;0 years. The findings indicated language-specific and language-universal speech acquisition patterns and phonological processes, highlighting the necessity for language-specific norms and speech assessments. This has important clinical implications for child clients in Europe and across the world, particularly for children from ethnic minority communities. Keywords: Phoneme, phonological processes, norms, Sinhala, English, assessment

01.5 BISYLLABLE AND TRISYLLABLE NONWORD REPETITION TEST: CORRELATION WITH AUDITORY PERCEPTUAL, ORAL-MOTOR SKILLS AND PHONOLOGICAL MEMORY Silvia Piazzalunga - Università degli Studi di Milano, Milano, Italy Lisa Previtali - Università degli Studi di Milano, Milano, Italy Antonio Schindler - Università degli Studi di Milano, Milano, Italy Objective: NonWord Repetition (NWR) test is typically suggested as a relatively pure index of phonological short-term memory, both in typically developing and children with specific language impairment (SLI). Since the contribution of motor and auditory perceptual abilities has often been disregarded, our research aims to quantify the possible role of these skills in NWR. Methods: A cohort of Italian-speaking and typically developing children (36-83 months) were assessed on a battery of standard tests (auditory perceptual, oral motor, and phonological memory 16

tasks) and a novel NWR test with articulatory complexity, specifically validated for Italian children. Parental education was also taken into account as one possible explanatory variable. We investigated the relationship between the NWR test and other variables by running pairwise correlations (Spearman’s coefficient). Results: 375 children were enrolled in the study. The analysis showed a positive correlation between NWR and auditory perceptual, oral motor and phonological memory tasks (0.31