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School-Aged French-Speaking Children's Word Finding in Narration: Insights for Practitioners

School-Aged French-Speaking Children\'s Word Finding in Narration: Insights for Practitioners

As speech-language pathologists (SLPs), our ultimate goal is to provide the most effective interventions to support children's communication development. The recent pilot study titled "School-Aged French-Speaking Children's Word Finding in Narration: A Pilot Study" offers valuable insights that can help practitioners enhance their assessment and intervention strategies for word-finding difficulties (WFD) in French-speaking children.

Key Findings from the Study

This study, conducted by Vincent Bourassa Bdard and Natacha Trudeau, aimed to collect preliminary data on the frequency of word-finding behaviors in narration and to determine if there is a relationship between these behaviors and picture naming task scores. Here are the key findings:

Implications for Practitioners

Based on these findings, SLPs working with French-speaking children can consider the following strategies to improve their practice:

1. Diversify Assessment Tasks

Given the lack of significant correlation between narration and picture naming tasks, it is crucial to include a variety of assessment tasks to get a comprehensive understanding of a child's word-finding abilities. This could include:

2. Be Cautious with Normative Data

The study suggests that normative data from the TWFD may not be suitable for French-speaking children in narration contexts. Therefore, practitioners should be cautious when using these norms and consider the cultural and linguistic context of their clients. Future research should aim to develop normative data specific to French-speaking populations.

3. Focus on Individualized Interventions

Since word-finding difficulties can manifest differently across tasks and individuals, it is essential to tailor interventions to each child's specific needs. Practitioners can use the following approaches:

Encouraging Further Research

While this pilot study provides valuable preliminary data, further research with larger sample sizes and diverse populations is necessary to develop robust assessment tools and intervention strategies for French-speaking children with word-finding difficulties. Practitioners are encouraged to contribute to and stay updated with ongoing research in this area.

To read the original research paper, please follow this link: School-Aged French-Speaking Children's Word Finding in Narration: A Pilot Study.


Citation: Bdard, V. B., & Trudeau, N. (2021). School-Aged French-Speaking Children's Word Finding in Narration: A Pilot Study. Canadian Journal of Speech-Language Pathology and Audiology, 45(1), 15-28. https://cjslpa.ca/files/2021_CJSLPA_Vol_45/No_1/CJSLPA_Vol_45_No_1_2021_1194.pdf
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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