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The present study aimed to investigate 1) whether country categories and type of DLD predict the type of therapy (direct, indirect, and mixed) the child receives, and 2) whether there is an association between country categories, type of therapy, and type of DLD (receptive, expressive, and mixed). European countries were categorised based on Sapir's typology into Continental, AngloSaxon, Nordic and Mediterranean groups. A fifth group i.e. Central European (including Baltic countries) was added. The data to address these questions comes from an online survey, translated and adapted into 30 languages, and is based on reports by 4685 professionals delivering services for children with DLD. This survey was developed by the COST Action IS1406 members and distributed online among practitioners in the year 2017 across European countries. Results indicated that country categories and type of DLD predicted type of therapy. It was suggested that cultural and contextual factors might play a key role in driving clinical practice above and beyond language profiles, patient characteristics and evidence-based practice. [ABSTRACT FROM AUTHOR]

Ablepharon-macrostomia syndrome (AMS) and Barber-Say syndrome (BSS) are congenital ectodermal dysplasias associated with mutations in the TWIST2 gene. Among the ophthalmic anomalies that occur in these syndromes, underdevelopment of the anterior lamella of the eyelid is a defining feature. Reports of mosaic expression of TWIST2 mutations are extremely rare, with only five confirmed or suspected cases described to date. Mosaic expression of TWIST2 variants is correlated with a less severe phenotype than that reported for the typical expression of TWIST2 variants associated with BSS or AMS. Abnormal development of the anterior lamella appears to be a common feature in all cases of AMS with mosaic expression. Here, we describe the phenotype of a patient with mosaic expression of a TWIST2 mutation that is typically associated with AMS. We additionally describe the surgical approach employed in the treatment of this patient. [ABSTRACT FROM AUTHOR]

This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected 'Productive Pedagogies' items, are applied to re-frame and understand the co/production of support for such children. Empirical data from the 'Language for All' study, which investigates SLCN provision in schools in England, are analysed to understand support network social capital. Novel insights on the types and purposes of inter-professional connectedness within SLCN support networks, in particular how relational agency is inflected by affect, are offered. [ABSTRACT FROM AUTHOR]

Concerns have been raised regarding the limited opportunities for intergenerational communication both outside and within the family. This "mapping review" draws together empirical literature in the topic published since 1996. Three hundred and twenty-four published studies met inclusion criteria, based on abstract review. The contents of each study were subjected to thematic analysis and nine broad themes emerged. These were (1) Dynamics of relationships, (2) Health & Well-being, (3) Learning & Literacy, (4) Attitudes, (5) Culture, (6) Digital, (7) Space, (8) Professional Development, and (9) Gender & Sexual Orientation. Studies commonly intersected disciplinary research areas. There was a marked rise across three key academic journals since 2007. An emergent finding was that a third of the studies relate to programs addressing intergenerational interventions, but many of these were primarily descriptive and failed to specify a primary outcome. Review implications and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Interest in brown adipose tissue has increased in recent years as a potential target for novel obesity, diabetes and metabolic disease treatments. One of the significant limitations to rapid progress has been the difficulty in measuring brown adipose tissue activity, especially in humans. Infrared thermography (IRT) is being increasingly recognized as a valid and complementary method to standard imaging modalities, such as positron emission tomography-computed tomography (PET/CT). In contrast to PET/CT, it is non-invasive, cheap and quick, allowing, for the first time, the possibility of large studies of brown adipose tissue (BAT) on healthy populations and children. Variations in study protocols and analysis methods currently limit direct comparison between studies but IRT following appropriate BAT stimulation consistently shows a change in supraclavicular skin temperature and a close association with results from BAT measurements from other methods. [ABSTRACT FROM AUTHOR]

Background: Despite advances in technology and the universal accessibility of the Internet, the aptly named “digital divide” still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes&Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement—technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework—participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology—the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. [ABSTRACT FROM PUBLISHER]

There is evidence for co-occurrence of social, emotional and behavioural difficulties (SEBD) and communication/language difficulties in children. Our research investigated the feasibility of vocalisation technology, its combination with observational software and the efficacy of a novel coding scheme and assessment technique. It aimed to investigate children’s online verbal and non-verbal communicative behaviours. Two techniques were employed: Language Environment Analysis (LENA) and behaviour coding (Noldus Observer). These were trialled with children during an interactive task developed for the study: ‘The Story in a Box’. The participants were 14 children, aged 4–7 years; 7 typically developing (TD), 7 with SEBD. There was a statistically significant difference between counts of child vocalisations and conversational turns from children with SEBD and trends in the nature of verbal and non-verbal behaviour used by TD and SEBD children. The research concluded that LENA and Observer can be used effectively with children with SEBD. TD and SEBD children present differences in communicative ability. [ABSTRACT FROM AUTHOR]

Previous studies have highlighted a high level of language impairment (LI) and pragmatic language disorder (PLD) amongst children with social, emotional and behavioural difficulties (SEBD). However, little is known regarding the impact of LI in the severity of PLD in this group. This study investigates the language and pragmatic language skills of a group of boys with externalising behaviour (EB), making comparisons with a control group matched for age and socio-economic status. Specifically, the study asks whether there is a difference in pragmatic language presentation between those with and without significant LI. In this study, 35 boys aged between 7 and 12 years identified at high risk of an EB diagnosis and 42 controls participated in assessment of structural and pragmatic language skills. Comparisons were made between these two groups and then within the EB group between those with and without LI. The EB and Control groups were well matched for age and SES but the EB group scored significantly lower than the Control group in measures of language and pragmatic language. Within the EB group the presence of LI was not found to differentiate participants with regard to teacher rating of pragmatic language skills. Furthermore, despite considerable differences in structural language skills within the EB group, teachers rated all participants with EB very similarly in this area. This raises questions about their functional communication skills and teacher perception of these pupils which are discussed along with implications for practice. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses various reports within the issue on topics including language difficulties in children, communication problems in children with emotional and behavioural difficulties, and unidentified psychiatric conditions in children.

This review provides a summary and appraisal commentary on the treatment review by van Kleeck, A., Schwarz, A. L., Fey, M., Kaiser, A., Miller, J., & Weitzman, E. (2010). Should we use telegraphic or grammatical input in the early stages of language development with children who have language impairments? A meta-analysis of the research and expert opinion. American Journal of Speech Language Pathology, 19, 3–21. Source of funding and disclosure of interest: No source of funding reported, and the original authors of this research report no conflicts of interest. [ABSTRACT FROM PUBLISHER]

Purpose: Comparisons across studies of the effects of intervention are problematic. Such analyses raise both methodological and statistical challenges. A single data set was examined to investigate whether different established approaches to measuring change in children with specific language impairments alter the conclusions that can be drawn regarding the efficacy of an intervention. Methods: Measures of cognitive and language skills were collected at baseline and at six months following an intervention. Reliable and valid psychometric measures were used. Data from the intervention study were used to explore the patterns of results obtained using four different measures of change: change of diagnostic category, differential improvement across assessment measures, item specific changes and predictors of individual change. Results: Associations between different tests purporting to measure similar constructs were modest. The measures identified different children as impaired both at baseline and follow-up. No effect of intervention was evident when a categorical analysis of impairment was used. Both treatment and comparison children changed significantly across time on the majority of measures, providing evidence of development, but specific effects of the intensive intervention were evident using ANCOVAs. Item analysis indicated that one of the standardized language tests adopted in the evaluation was insensitive to change over a six month period. Change in individual children's performance was predicted by language level on entry to the project. Conclusion: The implications of the results are discussed in terms of the range of analytic approaches available to intervention researchers and the need to consider combinations of methods when analysing outcome data. [ABSTRACT FROM AUTHOR]

Relatively little research has been completed into the nature of the association between language and literacy in language-impaired children. This study examines a group of children who attended language unit provision between the ages of 3 years 6 months and 7 years in an inner city education authority. At follow-up, the children were between 7 years 10 months and 13 years 3 months. Of the 24 children, five had transferred to mainstream school, 12 went to a Key Stage 2 language unit and seven went to special school. The links between the assessments of language, phonological skills and literacy development are described. The educational outcomes for this group are considered. Proposals are made for closer collaboration between educational psychologists, and speech and language therapists in the initial identification of children with language impairment, and the continued communication with teachers, so that the language and literacy development of such children can be viewed within the whole teaching context. [ABSTRACT FROM AUTHOR]

An abstract of the study "Effectiveness of behavioural stuttering treatment: A systematic review and meta-analysis," by C. Herder and colleagues is presented.