PURPOSE This study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders. METHOD Phone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale

PURPOSE The purpose of this study was twofold: (a) to gather evidence about the efficacy of performance feedback for improving school-based speech-language pathologist (SLP) narrative mediated learning implementation fidelity and (b) to determine SLPs' knowledge and attitudes about dynamic assessment (DA). METHOD This investigation used a single-subject case design with baseline, intervention, and

PURPOSE Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses

PURPOSE This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. METHOD The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change

PURPOSE Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading

PURPOSE Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention. METHOD A single-case, multiple-baseline across-strategies

PURPOSE This study investigated the effect of an expository strategy intervention called Sketch and Speak on strategy use and oral reporting of informational texts for students with language-learning disabilities (LLD). METHOD Four adolescents with LLD participated in a single-case multiple-baseline-across-participants treatment experiment. Ten individual treatment sessions involved shared reading

PURPOSE This study aimed to describe the impact of a preschool hearing screening program in a low- and middle-income country (LMIC) in terms of referral outcomes and caregiver perspectives. METHOD This study included two components. First, a review of outcomes from a large-scale community-based hearing screening program, facilitated by community health workers (CHWs), for preschool children who failed

PURPOSE Vocabulary skills in children are typically measured with norm-referenced assessments of receptive and expressive vocabulary. Language sample analysis is an alternative method of examining vocabulary actually produced in communicative events and may be better suited to exposing subtle vocabulary weaknesses. Here, we examine the relationship between norm-referenced vocabulary testing and language

PURPOSE This exploratory study examines the intersection of teletherapy and multi-tiered system of support (MTSS) in school-based speech-language services and explores ways in which the challenges related to MTSS vary by service delivery modality. METHOD This study involved 10 interviews with five speech-language pathologists (SLPs) who have had experience in both in-person and teletherapy-based positions

PURPOSE This narrative review of preservice training of speech-language pathologists (SLPs) to work in school-age literacy contexts examines (a) studies regarding SLPs' perceptions of their preservice training and (b) accreditation requirements for preservice training in selected nations. METHOD A review of the literature examining (a) SLPs' perspectives about their preservice training; (b) SLPs' beliefs

PURPOSE The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD). METHOD Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language

PURPOSE Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal

PURPOSE School-based teams are called to be collaborative in order to appropriately and effectively serve students. Speech-language pathologists play crucial roles on school-based teams. This systematic review sought to synthesize existing empirical evidence on collaborative perceptions and experiences in research that included school-based speech-language pathologists (SLPs). METHOD A systematic literature

PURPOSE We report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers' approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these

PURPOSE Children with typical hearing and various language and cognitive challenges can struggle with processing speech in background noise. Thus, children with a language disorder (LD) are at risk for difficulty with speech recognition in poorer acoustic environments. METHOD The current study compared the effects of background speech-shaped noise (SSN) with and without reverberation on sentence recognition

PURPOSE The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program-the multimodal narrative (MMN) program-in Catalan that was co-created to boost preschool children's narrative and pragmatic skills. METHOD First, we describe here in detail the novel program, which consisted of a set of interventions oriented around the retelling

PURPOSE The purpose of this study was to investigate the role of teachers' unions for school-based speech-language pathologists (SLPs) and their perceptions of the benefits and barriers to union membership. METHOD A 44-item survey was used to solicit information about the perceptions of and participation in teachers' unions of 320 school-based SLPs. Directed content analysis of 70 district collective

PURPOSE This study examined science achievement; science vocabulary knowledge; and the relationship between science vocabulary, language skills, and science achievement in school-age children with language/literacy disorders (LLDs) and typical language development (TD). METHOD Thirty-nine sixth graders (11 with LLDs) completed standardized assessments and researcher-designed science vocabulary measures

PURPOSE For speech-language pathologists (SLPs) working in schools, outcome measurement is an important element of practice, enabling us to evaluate the efficacy of our service provision and guiding future decision making, funding, and resource allocation. When selecting outcomes to measure, it is helpful to consider both the level at which change may be occurring and the extent or impact of that change

PURPOSE This study evaluates the initial efficacy of Chaining SPeech Lessons in Intensive Ten-minute Sessions (SPLITS), an alternative service delivery model for the Speech Motor Chaining treatment approach. We hypothesized that Chaining SPLITS would result in improvements in /ɹ/ accuracy on syllables and untrained words when compared to a no-treatment condition. METHOD Within a randomized controlled

PURPOSE Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through

PURPOSE The Parent-Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential

PURPOSE The study investigated the social-emotional functioning of children with typical hearing and deaf and hard of hearing (D/HH) children from diverse cultural backgrounds in Israel through parental reports. METHOD A total of 242 parents from both Arabic and Jewish communities participated: 130 were parents of D/HH children and 112 were parents of children with typical hearing. The Strengths and

PURPOSE Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-initial clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-final position. Importantly, this allows for an added layer of complexity via suffixes

PURPOSE Previous research has shown that many speech-language pathologists (SLPs) lack confidence in conducting augmentative and alternative communication (AAC) evaluations. The AAC Clinical Assessment Project team developed a protocol to help guide SLPs to complete AAC assessments for children with autism spectrum disorder (ASD). This article describes the creation and content validation of the protocol

PURPOSE The language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the

PURPOSE School-based telefacilitators are critical yet underresearched members of telepractice programs. They are the face of the telepractice program and are often telepractice champions in their communities. However, we have little research explaining the typical profile of telefacilitators, making it more difficult to identify personnel characteristics that contribute to the implementation of sustainable

PURPOSE Language sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new

PURPOSE The COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding

PURPOSE Situated within the conservation of resources theory, this study sought to understand how resources such as self-efficacy, job satisfaction, caseload size, and geographic location influence the number of data sources used by school-based speech-language pathologists (SLPs) to determine eligibility. METHOD Using a cross-sectional descriptive design, 665 school-based SLPs from the United States

PURPOSE The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups. METHOD Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological

PURPOSE This study examined learning via perception, learning via production, and semantic depth as contributors to word learning in preschool-aged children. There is broad evidence that semantic depth is an important contributor to word learning, especially when semantic cues are repeated and spaced out over time. Perceptual learning and production learning each support word learning sometimes, but

PURPOSE The finite verb morphology composite (FVMC) is a valid measure for charting children's tense development and for differentiating children with and without language impairment during preschool and early elementary years. However, it is unclear whether FVMC scores vary as a function of language sample elicitation contexts. The current study evaluated the performance on FVMC in preschool-aged

PURPOSE Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families

PURPOSE Individuals diagnosed with autism spectrum disorder (ASD) often exhibit auditory processing issues, including poor speech recognition in background noise and dichotic processing (integration of different stimuli presented to the two ears). Auditory training could mitigate these auditory difficulties. However, few auditory training programs have been designed to target specific listening deficits

PURPOSE We examined the role of narrative microstructure (production of words and sentences) and narrative macrostructure (organization of events) in the use of internal state terms (ISTs) in narratives of bilingual children with developmental language disorder (DLD) in their school language (SL). METHOD Fifty-eight Russian-Hebrew bilingual preschool children aged 55-78 months divided into two groups

PURPOSE Although children with language-based learning disabilities (LLD) demonstrate significant difficulties with writing, empirical evidence to support interventions is sparse. Therefore, the purpose of this pilot study was to examine the feasibility and promise of a writing intervention for fourth- and fifth-grade students with LLD (WILLD: writing in students with LLD). The intervention components

PURPOSE We investigated the efficacy of Story Champs for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). METHOD We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions

PURPOSE We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. METHOD Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at

PURPOSE We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool-Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation-Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed from that of General American English (GAE). We (a) described

PURPOSE This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. METHOD Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from

PURPOSE There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word

PURPOSE This study aimed to conduct a scoping review of research exploring the effects of slight hearing loss on auditory and speech perception in children. METHOD A comprehensive search conducted in August 2023 identified a total of 402 potential articles sourced from eight prominent bibliographic databases. These articles were subjected to rigorous evaluation for inclusion criteria, specifically

PURPOSE Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be

PURPOSE Transcription of conjoined independent clauses within language samples varies across professionals. Some transcribe these clauses as two separate utterances, whereas others conjoin them within a single utterance. As an inquiry into equitable practice, we examined rates of conjoined independent clauses produced by children and the impact of separating these clauses within utterances on measures

PURPOSE This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. METHOD Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273 English-speaking kindergarten through second-grade children with language

PURPOSE Comprehensive spoken language assessment should include the evaluation of language use in naturalistic contexts. Discourse elicitation and analysis provides the opportunity for such an evaluation to occur. In this article, our overall aim was to describe adolescents' language performance on four elicitation tasks and determine if there are task-related differences across the elicitation tasks

PURPOSE Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video

PURPOSE Implicit racial and ethnic biases have been documented across a variety of allied health professions; however, minimal research on this topic has been conducted within the field of speech-language pathology. The purpose of this study was to understand implicit racial and ethnic bias in speech-language pathology students by examining their perceptions and attitudes about the acceptability of

PURPOSE Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article

PURPOSE The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children. METHOD Sixty-six typically developing children (6-7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading

PURPOSE According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have struggling readers and poor spellers on their caseloads

PURPOSE Children with developmental language disorder frequently have difficulty with both academic success and language learning and use. This clinical focus article describes core principles derived from a larger program of research (National Science Foundation 1748298) on language intervention combined with science instruction for preschoolers. It serves as an illustration of a model for integrating

PURPOSE This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and nonschool settings in the United States. METHOD A survey was completed by a nationwide sample of 344 SLPs working with school-aged clients in the United States. Statistical

PURPOSE This prologue introduces the forum "Pediatric Feeding Disorder and the School-Based SLP: An Evidence-Based Update for Clinical Practice" and informs the reader of the scope of articles presented. METHOD The guest prologue author provides a brief history of pediatric feeding and swallowing services in the public-school setting, including previous forums on swallowing and feeding services in

PURPOSE This article addresses considerations for the speech-language pathologist to ensure culturally competent dysphagia management in the school setting for children with oral motor, swallowing, and pediatric feeding disorders (PFDs). There is also discussion of the multifactorial cultural and linguistic influences that impact collaborative educational decisions when establishing and implementing