Please use this identifier to cite or link to this item: http://ktisis.cut.ac.cy/handle/10488/4107
Title: Teacher perceptions of communication impairment at screening stage in preschool children living in Patras, Greece
Authors: Okalidou, Areti 
Kambanaros, Maria 
Keywords: Prevalence;Communication disorde rs;Speech & language disorders;Greek children
Category: Clinical Medicine
Field: Natural Sciences
Issue Date: 2001
Publisher: John Wiley & Sons
Source: International Journal of Language & Communication Disorders, 2001, Volume 36, Issue 4, Pages 489–502
Abstract: The general aim was to obtain piloting data for a series of experiments about the prevalence of communication impairment in preschool children in Greece. At this screening stage of the overall project, teacher perceptions of communication impairment in 57 kindergartens servicing 1113 children were examined via a questionnaire distributed in the urban region of Patras. The specific research goals were (1) to screen for specific categories of communication impairment such as articulation/phonology, receptive language, expressive language and pragmatics, hearing, stuttering, and voice, as they appear in the mainstreamed kindergarten population and (2) to offer comparative information on sex differences in communication impairment(s). The information was gathered by administration of a Greek-adapted version of the Communication Checklist for Pre-school Teachers, which was administered three times to obtain validity and reliability measures. The results were analysed separately for two studies (original and follow-up) and indicated teacher estimates of 14.4Þ18.7% for communication impairment in kindergarten children of the Patras region. Prevalence was higher for boys than for girls. Analysis of specific communication areas revealed that prevalence varies according to gender and category of communicative impairment. The limitations and follow-up needs of this study are discussed.
URI: http://ktisis.cut.ac.cy/handle/10488/4107
ISSN: 1460-6984
DOI: 10.1080/13682820110089399
Rights: © Royal College of Speech & Language Therapists
Type: Article
Appears in Collections:Άρθρα/Articles

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