زهره آرانی کاشانی

Throughout the development, it is important to evaluate pragmatic language skills in typically developing children, children with autism spectrum, auditory damage, attention deficit hyperactivity disorder, pragmatic language disorder and other communication disorders. The purpose of this study is to examine the validity and reliability of the Persian version of the “TOPL-2” to achieve a standard and practical test.

First, in this cross-sectional study, the test was translated into Persian language according to the WHO Protocol, and then the questionnaire was presented to 15 practitioners to determine the validity and reliability, based on the Lawshe method. The test was applied to a total number of 100 students at 14 and 9 years of age.  

The results showed that the Persian version of “Test of Pragmatic Language - second edition” has good face validity. Impact factor was 4.8 and 4.53. There was no item that’s CVI was less than 0.79, and according to the Lawshe method, the CVR was above 0.73.  

The Persian version of the "TOPL-2" is a standard tool, with appropriate reliability and validity. Thus, it can be used for interventions based on assessment results for children with pragmatic language impairment at hospitals, clinics, and health care centers.

The educational environment and family are of the most important factors in the growth and development of linguistic and verbal skills of a child. Certain conditions such as environment can influence the linguistic characteristics of the child. This study aimed to examine the syntax comprehension of Persian language speaking children among foster families and typically-developing children.

72 Persian speaking children living in orphanages between the ages 4 to 6 and 75 typically-developing 4 to 6 year-old children were assessed by the Persian syntax comprehension test. This test measures 24 syntactic constructs of Persian language in 96 items. Also, the Mann-Whitney Test was used to compare the groups. 

Given the results of the Persian syntax comprehension test, the mean syntax compression score of children living in orphanages were significantly lower than those of typically-developing children (P<0.05). 

The foster children should be more paid attention to, in order to particularly enhance their syntax comprehension.

One of the positive outcomes of cochlear implantation is achieving intelligible speech. Therefore, the measurement of speech intelligibility is a standard criterion for assessing the effectiveness of cochlear implants (CIs). The goal of this study was to compare speech intelligibility in 3 to 5 cochlear-implanted children with their age-matched normal children at three levels of correctness of consonants, vowels and words.

In this cross-sectional study, 40 children (20 children with cochlear implant, and 20 normal children– matched for age as a control group) were recruited. Speech intelligibility was assessed at three levels of correctness of consonants, vowels and words using the Persian speech intelligibility test.

Findings showed significant difference between speech intelligibility in children with CIs and normal children in levels of consonant, vowel and word correctness (P=0.000)

Speech intelligibility at three levels of correctness of consonants, vowels and words in 3 to 5 year old children with CIs were lower than normal children.

Conventional rehabilitation in stroke patients is more likely to use repetitive movements to improve motor function, which may be difficult for people with motor limitations. Mental imagery training can be done without moving the affected limbs, and this method is safe, cheap and accessible. The aim of this study is to investigate the effect of motor imagery training with sensory feedback on sensory-motor function of the upper extremity in patients with chronic stroke. In this non-randomized clinical trial, 30 stroke patients with level of upper extremity function according to Brunnsrom’s recovery ≥ 2, and cognitive function level according to MMSE ≥ 21 were selected through non-probability sampling from rehabilitation centers and randomly divided into intervention and control groups. Patients in the control group received conventional rehabilitation programs, and patients in the intervention group received motor imagery training with sensory feedback in 12 sessions (45 – 60 minutes), in addition to conventional rehabilitation programs. Before and after the interventions, sensory and motor functions were assessed using Box-Block test, Purde-Pegbord test, range of motion, FMA-UE total and FMA-UE coordination/speed, 2-point-discrimination, Nottingham-Sensory Assessment, Modified-Ashworth Scale and Stroke Impact Scale. FINDINGS: Mean percentage of changes in motor function and speed/coordination of upper extremity, shoulder and elbow range of motion and gross dexterity was higher in the interventional group (50%, 50%, 80%, 50% and 80%, respectively) compared with the conventional rehabilitation group (20%, 18%, 50%, 30% and 30%, respectively) (p≤0.05). However, both interventions had similar effect on sensory function, fine dexterity, muscle tone and activities of daily living. The results of the study showed that motor imagery training with sensory feedback along with conventional rehabilitation could enhance the motor function, gross dexterity and range of motion of the upper extremity in chronic stroke patients.

The aim of the present study was to determine social phobia and its relationship with demographic characteristics in adults with stuttering disorder.
The present descriptive-analytic study conducted among 30 adults 18 years and older (25 male, 5 female) with stuttering disorder with high school diploma or higher education certificates. Stuttering and its severity were examined by "Severity of Stuttering Instrument-3rd edition". Social phobia measured by "Social Phobia Inventory". Data were analyzed via SPSS software using Spearman, Mann-Whitney and Kruskal Wallis tests.
Findings indicated that 26% of adults (8 of 30 people) had high level of social phobia. There was no significant relationship between social phobia and age (r=0.075, p=0.696). Also there were no significant differences in level of social phobia between women and men and subjects with different level of education (p=0.148, p=0.357).
Social phobia is not related to demographic characteristics like age, gender or education in adult with stuttering disorder.

Stuttering is one of the most prevalent speech and language disorders. Etiology of stuttering has been surveyed from different aspects such as biological, developmental, environmental, emotional, learning and linguistic. Literature shows that word length and syllable structure as linguistic features may influence frequency of disfluency in this disorder. Therefore, the aim of this study was to determine the effect of non-word length and syllable structure on frequency of disfluency in adults with stuttering. This cross- sectional descriptive- analytic study was performed on 18 adults who stutter with the age ranged between 20 to 39 years. Disfluency frequency was evaluated by asking the subjects to read a list contained 24 non- words. The non-words were selected based on word length (two and five syllables) and syllable structure (simple and difficult). The obtained data were statistically analyzed through paired t-test using SPSS statistical software. The results showed that there was a significant difference between the frequency of disfluency in two and five syllable groups of non-words list (p=0.000). There was a significant difference in the frequency of disfluency between simple and difficult syllable structure in two and five syllable groups of non- words list (p=0.000). The findings of this study indicate that speech motor system performance in adults who stutter is affected by certain linguistic features such as word length and syllable structure.

Stuttering is a disorder that not only affects the person's oral communications but also makes problems for behavioral aspects including both personal and social ones. This study aims at identifying the attitudes of such phenomenon and detecting the life experriences of those stuttering in order to help speech therapists carry out comprehensive and effective therapy plans to decrease stuttering and to contribute them to have a better and more convenient life and social activities. This reasearch has been done in a qualitative research and the phenomenology approach. Tewenty one adults who stutter purposefully selected and interviewed in deep and focus groups. The interviewees’ words were completely recorded and the subjects were written down by listening to the participants’ oral discriptions.The themes obtained from the life experiences of those stuttering categorized based on the Van Manon's method and analyzed as well. The life experiences of people stuttering appeared in eight domains as below: 1- Being humiliated by others 2- Trying to content others in dialogue 3- Understanding of others of stutter 4-Other s Gender 5- Being ridiculed by others 6- Other s pity 7- Speaking completed by others 8- Other s Impatient and little attention 9- Other s Position and status Stuttering is a multi-dimensional disorder influencing on both making speech disabilities and all the aspects of the person's life. This disorder makes problems for inter- personal communications and influences the life quality of the one stuttering. According to the degree of its intensity, it affects on the occupational, family and educational situations. Other's presence highly arouses the outlook of the person stuttering. Meantime, the teachers, classmates and families play a significant role in the person's affections and emotions. Removing speech symptoms can not alone contribute to improvement,modifying the person's outlook is very essential to treat stuttering, though. Thus, the speech therapist is not able to cure stuttering only by removing thte speech symptoms.

Repeated failure in social interactions caused by stuttering can prevent individuals from achieving their goals in life and lead to feelings of hopelessness. Human emotions are complex، making empirical research in this area difficult. The aim of this study was to understand the emotions of stutterers. This study took qualitative and phenomenological approaches. Twenty one adult stutterers were selected and interviewed. The interviewees’ comments were recorded and the themes obtained from their live’ experiences were categorized and analyzed based on Van Manon''s method. Stuttering affected the subjects’ emotions in these nine categories: embarrassment، shame، disappointment، fear، lack of self-esteem، self-blame، humiliation، anger، and sadness. Stuttering in social interactions can lead to negative emotions and low self-esteem. These negative emotions can in turn limit social participation and increase the stuttering

Evaluation of voice problem involves perceptual، acoustic، aerodynamic and physiological measure. In recent years assessment of patients point of view use as a essential part of evaluation. The aim of this study was construct a questionnaire for assessment of physical، functional and emotional voice problems in adults. This study is a kind of constructing battery. Based on a comprehensive study of many foreign questionnaires، «The voice symptoms assessment» questionnaire in adult was produced. Its content validity was determined according to the judgment of 7 speech and language pathologists. This questionnaire administered to 60 voice patients (20 female and 40 male) between 18 to 60 years old that could read and write in Persian. The reliability of this questionnaire is determined by the method of Cronbach Alpha and split half. Content validity index of this questionnaire was 0. 94. Cronbach Alpha was high (more than 0. 7) and Spearman-Brown coefficient of split half was 0. 96. Correlatoin Coefficient was statistically significant between 3 parts and total questionnaire (p<0. 01). «The voice symptoms assessment» questionnaire in adult has good content validity and reliability and reflects the wide range of physical، functional and emotional problems in voice patients. This questionnaire is simple for patients to complete and easy to score. It seems that use of this questionnaire، as part of a complete voice evaluation will be helpful in future.

In this study, the ability of identify of first phoneme words and nonwords and other variables were analyzed in 5 to 6 year-old Persian- speaking children in Tehran. This study was descriptive-analytic. 100 normal and 5-6 year-old Persian-speaking children (50 girls and 50 boys) were compared. The tasks were included 24 words and nonwords in first situation. The validity and reliability of tasks were computed by CVI, ICC, SEM and the comparisons of words and nonwords and other variables were computed by paired sample t-test and the comparisons between girls and boys were studied by independent sample t-test. The results showed that these sections had appropriate validity and reliability. Scores mean of fricative and voiceless consonants and target phoneme in first syllable of words were significantly more than stop and voiced consonants and target phoneme in second syllable words (p<0.05). Scores mean of first phonemes of words and nonwords was significantly different (p<0.05). Also, the mean scores of girls and boys were not statistically different (p=0.78). There are many variables that influence on the ability of first phoneme identifies of words. The identify of first phoneme of words was easier than those of nonwords. Although, scores mean of girls was more than those of boys, but this different was not significant. These tasks are good measures for assessment of identify of first phonemes of words and nonwords in children.

Pronouncing phonemes is one of phoneme awareness skills that influences on reading and writing skills. The development of this skill stats in ages 5-6, but doesnt evolve in these ages. Many variables (the number of phonemes, the position of phonemes in word and the type of phonemes) may influence on this skill. In this study, the ability of pronouncing initial phonemes and the effects of type of phoneme on this skill were evaluated. This analytic-descriptive study was performed on 100 normal and 5-6 year-old Persian-speaking children (50 girls and 50 boys) who were randomly selected. The tool of this study was pronouncing initial phonemes task. This task was included of 6 questions. The responses of children were recorded and registered and analyzed using paired sample t-test. The comparison of data between girls and boys was assessed by independent t-test. the ability of pronouncing initial phonemes in 5-6 year-old Persian-Speaking children was 0.68. The effects of the manner of articulation was significantly more than those of articulation position and voiced and voiceless (p=0.000). The ability of children in pronouncing fricative phonemes was significantly more than other phonemes (p=0.000). Mean scores of girls and boys was not significantly different (p=0.57). The ability of pronouncing initial phonemes develops in early 5-6 ages. The type of phoneme influences on the ability of pronouncing initial phonemes in 5 to 6 year-old children. It seems that the effects of manner of articulation is more than the position of articulation and voiced and voiceless. The ability of pronouncing initial fricative phonemes was significantly more than other phonemes in 5-6 year-old children. In this task, the skills of girls and boys were the same.

Rhyme awareness is an important criterion for speech, language and writing processing. In Iran, there is no auditory tasks of rhyme awareness available for assessment of 5-6 year-old Persian-speaking children. The aim of this study was to develop and to evaluate Persian rhyme awareness tasks in 5-6 year-old Persian-speaking children.

A hundred normal 5-6 year-old Persian-speaking children (50 girls and 50 boys) were randomly selected. The two rhyme awareness tasks of this study were rhyme detection and rhyme production. The validity and reliability of these tasks were studied by content validity index, intraclass correlation coefficient, and standard error of measurement. The correlation between tasks was studied by Pearson correlation and the mean scores of two sections were compared by easiness level method. The comparison of mean scores of girls and boys were evaluated by independent t-test.

The results showed that the proposed tasks had appropriate validity and reliability. The ability of children in production section was significantly more than in detection section. The correlation of each of two sections with total tasks was significant (p<0.05). In addition, the mean scores of girls and boys were not statistically different (p>0.05).

The proposed tasks are appropriate for assessment of rhyme awareness skills with appropriate validity and reliability in both genders. Two Sections of the tasks had significant correlations and influence on together. The abilities of girls and boys were the same.

Phonological awareness skills are referred to awareness and manipulation of linguistic phonemes without semantics. One of important phonological awareness subtest is "phoneme awareness" that is evaluated by many tasks. The aim of this study was to development two sections of phoneme awareness (diagnosis of a word with different first phoneme and expressing word with same first phoneme) and then comparison of them in 5 to 6 year-old Persian-speaking children in Tehran. In this study, 100 normal 5 to 6 year-old Persian-speaking children (50 girls and 50 boys) were selected randomly. Children were mono linguistic and normal. Diagnosis of a word with different first phoneme and expressing word with same first phoneme was selected as a tool. The results showed that both sections have appropriate validity and reliability. Mean of two sections was significantly different (diagnosis of a word with different first phoneme= 1.09 and expressing word with same first phoneme= 4.67) (P= 0.000). In addition, the mean scores of girls and boys were not statistically different. Both sections for assessment of first phoneme of word have good validity and reliability and the ability of children were different in two tasks, but girls and boys were same in performing of these tasks.

The current study was performed to assay motor skills (rapid naming, word and phrase repetition) in 5 years old children that these skills are in close relationship with speech and reading development. The aim of this study was to identify the mean and 95% confidence interval of these developmental aspects in normal 5 years old children in order to finding the normal range of these skills, which are the basis of reading and speaking. Performing a screening test in order to diagnosis, training and treatment of abnormal motor skills in 5-year-old children was another aim of the present study. This study was a cross-sectional and descriptive study. All nursery schools affiliated to education and welfare office in Semnan were included in this study. In each nursery school, children with auditory, visual and speech disorders were excluded and 20% of those whose mother tongue was farsi or semnani were selected randomly (a total number of 2256 persons). Statistical analysis was carried out using independent t test and Chi-square test. The means were as follows: rapid picture naming 72 words in 100 seconds, word repetition 4.97, unfamiliar phrase repetition 4.31. There was no significant difference between girls and boys with regard to the above skills. The mean of word repetition in Semnanian 5-year-old children was greater than mean of unfamiliar phrase repetition. Semnanian 5-year-old children's mean of rapid picture naming and word repetition was lower than that of 5-year-old children in Tehran, but in unfamiliar phrase repetition Semnanian 5- year-old children's scores were greater

Citizens are always facing injuries caused by accidents, and the most vulnerable Parts of the body are the head and the neck. These kinds of injuries often are accompanied by language and speech disorders. The study of frequency of head and neck injuries caused by accidents and it’s related speech and language disorders. Design: This descriptive research was carried out in nine hospitals of Iran University of Medical Sciences, informations were collected and extracted according to international coding system (ICD.10.1992) Sample: 1143 Patients being admitted in 1378 were selected to contribute in this study. Findings showed that: the most frequent injury was related to head 83.1% and the most involed group age was 16-45 years old (58.2%). Gender frequency was respectively 77%, 23% in male and female groups. Different types of speech and language disorders such as: Aphasia, Dysarthria, Articulation disorders and Phonations were found to exist after injures. Considering that the frequency of head and neck injuries is almost high among younger people, whom are responsible for supporting families and also the high incidence of speech and language difficulties accompanied by these injuries, providing rehabilitation programs is of great importance.