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A Balancing Act: How School-Based Speech-Language Pathologists Navigate Their Efforts Related to Individual Education Plans and Multi-Tiered Systems of Support. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-30 Lesley Sylvan,Harmony Kingsley,Grace Bartolett,Madeleine Gouck
PURPOSE Speech-language pathologists (SLPs) in public schools have a key role in assessment, intervention, program design, compliance, and prevention. They address the needs of students of all ages and disorders, ensure the educational relevance of their services, and provide culturally competent care. Given the scope of their work, SLPs must balance and prioritize their varying responsibilities in
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Clinical Feeding and Swallowing Evaluation for the School-Based Speech-Language Pathologist. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-29 Elisabeth C D'Angelo
PURPOSE From preschool through high school, eating is part of the school day. Children with feeding and/or swallowing issues are now in our neighborhood schools, our responsibility in our care, and require adequate nutrition and hydration to participate in school and access the curriculum. The whole child is in school, including all of their medical, behavioral, social, and educational needs. This
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Spanish Phonological Awareness in Kindergarten Uniquely Supports Second-Grade English Morphological Awareness in Spanish-English Dual Language Learners. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-27 Kathleen Durant,Linda Jarmulowicz,Leigh Harrell-Williams
PURPOSE This study investigated the longitudinal, cross-linguistic developmental relationships of phonological awareness (PA), letter identification (letter ID), and morphological awareness (MA) in 71 heritage Spanish-English dual language learners (DLLs) in kindergarten and second grade. METHOD Multiple linear regression was used to test if kindergarten Spanish and English PA (sound elision and sound
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Workload Versus Caseload: An Exploratory Comparison Study of Individualized Education Program Progress and Other Outcomes. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-22 Charles H Carlin
PURPOSE The purpose of this study was to obtain preliminary data about the effectiveness of four workload approaches (WAs) that were implemented in public school settings. The WAs were compared to each other and the caseload approach (CA). METHOD Five speech-language pathologists were selected to implement one of the four WAs, and two used the CA. Data were collected in the areas of Individualized
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Dynamic Assessment of Narrative Skills for Identifying Developmental Language Disorder in Monolingual and Bilingual French-Speaking Children. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-21 Olivia Hadjadj,Margaret Kehoe,Hélène Delage
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The Acquisition of Black Language by Spanish-Speaking Preschoolers: A Community-Based Sociolinguistic Approach to Language Assessment. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-20 Chelsea Privette,Leah Fabiano
PURPOSE The purpose of this case series was to demonstrate a community-based sociolinguistic approach to language sample analysis (LSA) for the evaluation of Spanish-English bilingual preschoolers acquiring Black language (BL). As part of a comprehensive bilingual speech-language evaluation, we examined sociolinguistic variables in the context of the children's English language samples. Specific emphasis
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Clinical Considerations From Researcher-Created Morphological Awareness Assessments. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-16 Kelley E Nelson-Strouts,Mindy S Bridges
PURPOSE Morphological awareness develops throughout formal schooling and is positively related to later reading abilities. However, there are limited standardized measures available for speech-language pathologists (SLPs) to use when assessing morphological awareness in clinical practice. The purpose of this tutorial is to guide clinicians in choosing between researcher-created measures of morphological
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Go Beyond Compliance: Use Individualized Education Programs to Answer Strategic Questions and Improve Programs. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-13 Adrienne D Woods,Marie C Ireland,Kimberly A Murphy,Hope Sparks Lancaster
PURPOSE The most significant document to ensure effective and compliant design, implementation, monitoring, and enforcement of a program of special education services in the United States is the Individualized Education Program (IEP). Although IEPs have been used to document procedural compliance with the Individuals with Disabilities Education Act (IDEA) for individual students, IEPs also provide
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Three-Year Program Evaluation of a University-Public School Collaborative Partnership. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-09 Anthony D Koutsoftas,Dawn Maffucci,Vikram N Dayalu
PURPOSE This clinical focus article reports on an innovative program that provides classroom-based speech and language services to school children receiving speech-language therapy while addressing the need for clinical placements for graduate students in speech-language pathology. This program evaluation report centers around the logic model used to develop and implement the program. METHOD The program
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Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-07 Gerda Ingrid Bruinsma,Frank Wijnen,Ellen Gerrits
PURPOSE This study explores limitations in communication in daily life of children with developmental language disorder (DLD) from their parents' perspective as well as communicative abilities and social functioning in the classroom from their teacher's perspective. Furthermore, differences between children with mixed receptive-expressive disorder and children with expressive-only disorder in communication
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How Inclusive Practice Increases the Educational Relevance of Individualized Education Programs. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-06 John J Heilmann,Andrea Bertone,Alyssa Wojtyna
PURPOSE Individuals with Disabilities Education Act guidelines for Individualized Education Programs (IEPs) require that students with disabilities should, to the fullest extent appropriate, receive services that promote academic achievement that are delivered within the general educational environment. In this clinical focus article, we will demonstrate how the inclusive practice service delivery
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Implementing a Metalinguistic Approach to Secondary School Writing. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-11-02 Lynne Telesca
PURPOSE Writing is an essential skill that secondary students need to establish for success in their further education, careers, and lives. However, most secondary students in the United States do not achieve the level of writing proficiency expected to ensure academic and future success. One approach that is emerging more in the research literature is the use of a metalinguistic approach to writing
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Views of Parents on Supporting Language and Literacy for Their Children With Complex Communication Needs. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-10-10 Emma L Leroux,Elizabeth E Biggs,Doah E Shin
PURPOSE Understanding students' home literacy environments can help speech-language pathologists, teachers, and other educators partner with families to promote language and literacy learning. This study focused on gaining insight into the views of parents of elementary-age students with intellectual and developmental disabilities who had complex communication needs related to supporting children's
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Minding the Gap: Using Implementation Science to Improve Clinical Practice in Schools. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-25 Rouzana Komesidou,Tiffany P Hogan
PURPOSE This purpose of this prologue is to introduce readers to the Language, Speech, and Hearing Services in Schools Forum: Minding the Gap: Using Implementation Science to Improve Clinical Practice in Schools. Ten articles comprise this forum presenting a variety of topics, such as the use of implementation science frameworks and methods, program adaptation, de-implementation, and interprofessional
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Differences in Child Language Assessment Practices Between School-Based and Non-School-Based Speech-Language Pathologists: Results From a Nationwide Survey. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-19 Katrina Fulcher-Rood,Anny Castilla-Earls
PURPOSE The purpose of this study was to compare child language assessment practices of speech-language pathologists (SLPs) working in school and nonschool settings to determine if their place of employment impacts the diagnostic decision-making process. METHOD School-based SLPs (e.g., direct service providers employed in preschool and/or K-12 schools; n = 382) and non-school-based SLPs (e.g., direct
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Linking Language to Action: Enhancing Preschoolers' Communicative Abilities Within Language Stimulation. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-15 Max R Freeman
PURPOSE Children's vocabulary and syntactic skills vary upon school entry in depth and breadth, persistently influencing academic performance, including reading. Enhancing early communicative abilities through multisensory, playful, and conversational experiences is essential and will benefit children's school readiness. This study investigated whether a language-to-action link created during language
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Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-14 Aoife L Gallagher,Rachel Murphy,Ciara Ni Eochaidh,Johanna Fitzgerald,Carol-Anne Murphy,James Law
PURPOSE The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. METHOD A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and quality appraisal. Qualitative content analysis was undertaken
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Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-12 Danika L Pfeiffer,Julie Feuerstein,Rebecca J Landa
PURPOSE Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze school-based SLPs' perceptions related to effective language and early literacy instruction for pre-K children with developmental language disorder (DLD). The goal of this study was to inform development
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An Analysis of Mental State Verb and Complex Syntax Use in Children Who Are Deaf and Hard of Hearing. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-11 Morgan Vachio,Emily Lund,Krystal L Werfel
PURPOSE Children who are deaf and hard of hearing (DHH) have documented deficits with complex syntax and vocabulary knowledge. Mental state verbs (MSVs) are necessary for some kinds of complex syntax use and communicate abstract concepts needed for academic language. The purpose of this study was to examine the frequency, diversity, and syntactic context of MSV use in children who are DHH compared
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Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia? Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-06 Hannah Krimm,Jena McDaniel,C Melanie Schuele
PURPOSE The purpose of this exploratory study was to evaluate speech-language pathologists' (SLPs') conceptions and misconceptions about dyslexia. METHOD Participants were 86 school-based SLPs. They completed an online survey on which they rated their agreement and disagreement with true and false statements related to the scientific evidence about the nature of dyslexia and interventions for dyslexia
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What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-05 Tim DeLuca,Rouzana Komesidou,Richard Pelletier,Tiffany Hogan
PURPOSE This survey study examined factors that may influence interprofessional collaboration in schools to support children with oral and written language impairments, namely, knowledge, collaborative beliefs and practices, and resources. METHOD A survey was conducted across 319 school-based professionals, in a partnering public school district, to examine these constructs within the context of each
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Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic Review. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-05 Rebecca Armstrong,Emma Schimke,Akhila Mathew,Nerina Scarinci
PURPOSE There is an important need for interprofessional practice (IPP) between speech-language pathologists (SLPs) and classroom teachers (CTs) in mainstream schools to support student outcomes. This mixed methods systematic review aimed to synthesize existing literature to describe the experiences of IPP between SLPs and CTs in mainstream schools. METHOD A systematic review protocol was utilized
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Subtract Before You Add: Toward the Development of a De-Implementation Approach in School-Based Speech Sound Therapy. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-05 Kelly Farquharson,Kathryn L Cabbage,Anne C Reed,Mary Allison Moody
PURPOSE It is often difficult for school-based speech-language pathologists (SLPs) to prioritize implementing new practices for children with speech sound disorders (SSDs), given burgeoning caseloads and the myriad of other workload tasks. We propose that de-implementation science is equally as important as implementation science. De-implementation science is the recognition and identification of areas
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Narrative Retell Assessment Using "Frog" Stories: A Practice-Based Research Speech-Language Pathology Partnership Exploring Story Equivalency. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-09-01 Caitlin Coughler,Taylor Bardell,Mary Ann Schouten,Kristen Smith,Lisa M D Archibald
PURPOSE Narrative abilities are an important part of everyday conversation, playing a key role in academic settings, at home, and in social interactions. As narrative assessments are an effective method for identifying children falling below age expectations, it has been recommended they be included as a routine part of clinical language assessments. It is important that assessments meet the needs
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Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-08-28 Jane O'Regan Kleinert,Jaqueline F Kearns,Judith L Page,Harold L Kleinert
PURPOSE The purpose of this article was to conduct a systematic review of the literature on teaching or increasing the use of augmentative and alternative communication (AAC) by students with significant intellectual disabilities and complex communication needs (CCNs) within inclusive school settings. METHOD A systematic review of research literature from 1998 to 2022 was completed using multiple electronic
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Understanding the Microstructure and Macrostructure Narrative Skills of Bilingual Adolescents in Relation to Their Language Experience. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-08-22 Cecilia Del Carmen Perez,Amy S Pratt,Erin M Rodriguez,Elizabeth D Peña
PURPOSE Narratives have been a useful tool for evaluating language skills in young bilingual children. This study extends that work to bilingual adolescents by (a) describing their narrative skills and (b) evaluating the role of current language experience on measures of narrative micro- and macrostructure across Spanish and English. METHOD Sixty-five Spanish-English bilingual adolescents, ages 10-15
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Solution-Focused Brief Therapy for Stuttering in the Public Schools: Children Solve Their Own Stuttering Problems in This Case Study. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-08-02 Lourdes Ramos-Heinrichs
PURPOSE This clinical focus article follows the case studies of three school-age children who stutter in solution-focused brief therapy (SFBT), highlighting treatment features and demonstrating positive outcomes. Empowerment and self-agency are emphasized as desired characteristics. Children searched within themselves and acted to influence therapy results. Techniques such as self-disclosure and fluency
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Sketch and Speak Expository Intervention for Adolescents: A Single-Case Experiment via Telepractice. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-27 Amy K Peterson,Teresa A Ukrainetz
PURPOSE This study investigated the effects of Sketch and Speak strategy intervention on expressive and receptive expository discourse for adolescents with language-related learning disabilities (LLD). METHOD Three participants completed baseline and twelve 45- to 60-min individual treatment sessions in a multiple-baseline across participants design. In treatment, participants learned to take notes
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Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-25 Emily D Quinn,Kim Kurin,Kristi L Atkins,Alexandria Cook
PURPOSE The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. METHOD A grounded theory approach was used to collect and code online, semistructured interviews with six special education teachers and 14 SLPs who taught
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Factors Impacting Implementation of Universal Screening of Developmental Language Disorder in Public Schools. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-17 Tyler T Christopulos,Sean M Redmond
PURPOSE Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face academic, behavioral, psychiatric, emotional, and social challenges. Universal screening is seen as an effective way for public school districts to increase DLD identification rates. However, little
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Adapting Curricula for Children With Language Comprehension Deficits. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-17 Mindy S Bridges,Maura Curran,Corinne Neal,Shayne Piasta,Kandace Fleming,Tiffany Hogan
PURPOSE We will describe how a multisite research team adapted a language-focused curriculum to be used in a scale-up project. Specifically, we identified underlying principles to modify a Tier 1 whole-classroom language comprehension-focused curriculum to be used as a Tier 2 small-group curriculum with children identified as at risk for low language comprehension, including children with developmental
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Response to Lipari's Letter to the Editor Regarding Gerlach-Houck & DeThorne's (2023) Forum: Resisting Ableism in School-Based Speech-Language Services. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-12 Laura Segebart DeThorne,Hope Gerlach-Houck
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Comment on Gerlack-Houck & DeThorne (2023), "Resisting Ableism: A Personal Response to Complex Questions". Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-12 Melissa Mei Lipari
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A Generic Implementation Framework for School-Based Research and Practice. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-07-11 Rouzana Komesidou,Tiffany P Hogan
PURPOSE One of our biggest challenges is integrating evidence-based research into practice to serve students with communication disorders. To encourage the systematic application of research findings into practice, implementation science offers frameworks and tools, many of which have a narrow scope. It is important to have comprehensive frameworks that encompass all essential implementation concepts
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Does Assessor Masking Affect Kindergartners' Performance on Oral Language Measures? A COVID-19 Era Experiment With Children From Diverse Home Language Backgrounds. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-30 Sarah Surrain,Michael P Mesa,Mike A Assel,Tricia A Zucker
PURPOSE The ongoing COVID-19 pandemic has prompted changes to child assessment procedures in schools such as the use of face masks by assessors. Research with adults suggests that face masks diminish performance on speech processing and comprehension tasks, yet little is known about how assessor masking affects child performance. Therefore, we asked whether assessor masking impacts children's performance
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Classroom Acoustics for Enhancing Students' Understanding When a Teacher Suffers From a Dysphonic Voice. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-21 Pasquale Bottalico,Silvia Murgia,Taylor Mekus,Mary Flaherty
PURPOSE The purpose of this project is to assess the acoustical conditions in which optimal intelligibility and low listening difficulty can be achieved in real classrooms for elementary students, taking into consideration the effects of dysphonic voice and typical classroom noise. METHOD Speech intelligibility tests were performed in six elementary classrooms with 80 normal-hearing students aged 7-11
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Code-Switching During Narratives by Bilingual Children With and Without Developmental Language Disorder. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-20 Megan C Gross,Anny Castilla-Earls
PURPOSE This study examined the frequency, direction, and structural characteristics of code-switching (CS) during narratives by Spanish-English bilingual children with and without developmental language disorder (DLD) to determine whether children with DLD exhibit unique features in their CS that may inform clinical decision-making. METHOD Spanish-English bilingual children, aged 4;0-6;11 (years;months)
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The Effect of Age and Task Complexity on the Microstructure of Child Arabic Narratives. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-14 Abdessatar Mahfoudhi,Fauzia Abdalla,Nailah Al-Sulaihim
PURPOSE This study examines the development of narrative microstructure elements of productivity, lexical diversity, and syntactic complexity in the oral story production of preschool- and school-age Kuwaiti Arabic-speaking children. It also explores the effects of story task complexity on the target microstructural features. METHOD This study employed a cross-sectional research design and enrolled
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Reflect, Reframe, and Re-Imagine Theory and Practice in Speech, Language, and Hearing Sciences: Introduction to the Forum. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-08 María Rosa Brea-Spahn,Leah Fabiano-Smith
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Legal Issues and Opportunities Associated With Serving Children With Pediatric Feeding Disorders in Schools. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-07 Lissa A Power-deFur
PURPOSE This review of federal statutes, regulations, administrative directions, and case law related to special education, disabilities, and school nutrition is designed to provide speech-language pathologists (SLPs) with information essential for determining eligibility children with pediatric feeding disorder (PFD). Despite the absence of mention of dysphagia or PFD in federal statutes and regulations
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Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language Approaches. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-06-05 Lisa M Bowers,Heather L Ramsdell
PURPOSE Dyslexia is increasingly being defined, assessed, diagnosed, and treated in the educational system. The purpose of this clinical focus article is to elucidate ways in which speech-language pathologists (SLPs) can rethink how to implement literacy interventions to incorporate best practices from multisensory structured language (MSL) approaches and how they can be influential participants in
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School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-31 Shannon Hall-Mills,Marie Ireland,Perry F Flynn,LaVae Hoffman
PURPOSE We replicated a prior survey study (Hoffman et al., 2013) to document current evidence-based practice (EBP) patterns as reported by school-based speech-language pathologists (SLPs) during the 2021-2022 school year. METHOD Via an online survey, SLPs reported their training experiences and needs, workplace resources, and frequency of engagement in EBP activities. RESULTS A total of 889 SLPs in
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The Relationship Between Early Spelling and Decoding. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-24 Brigid Catherine McNeill,Gail Gillon,Megan Gath
PURPOSE This study aimed to elucidate the nature of the relationship between the development of decoding and encoding skills in the first year at school. METHOD The foundational literacy skills of one hundred eighty 5-year-old children were examined on three occasions over their first year of literacy instruction. Participants received the same literacy curriculum. The predictive utility of early spelling
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The Contribution of Phonological Processing to Reading and Spelling in Students With Cochlear Implants. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-17 Krystal L Werfel,Alison Eisel Hendricks
PURPOSE Children with cochlear implants (CIs) have difficulty with literacy, and although it is established that phonological processing underlies literacy skills in children with typical hearing (TH), the relation of phonological processing and literacy in children with CIs is not fully understood. This study evaluated the contributions of phonological processing to word-level reading and spelling
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Elementary Teachers' Perspectives on Teaching Reading Comprehension. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-03 Reid Smith,Pamela Snow,Tanya Serry,Lorraine Hammond
PURPOSE We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text. METHOD A web-based survey was used to collect data
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Abilities and Disabilities Among Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-02 Karla K McGregor,Nancy Ohlmann,Nichole Eden,Tim Arbisi-Kelm,Alys Young
PURPOSE The aim of this study was to situate developmental language disorder (DLD) within the impairment and disability framework of the International Classification of Functioning, Disability, and Health (ICF); describe the functional strengths and weaknesses of a cohort of first-grade children with DLD and their peers; and explore the ways that language-related disabilities relate to language impairment
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Reframing Bilingual Acquisition and Theory: An Insider Perspective Through a Translanguaging Lens. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-05-02 Brandon Garivaldo,Leah Fabiano-Smith
PURPOSE This exploratory study developed a process for reinterpreting previously published research studies in the bilingual literature. Three previously published studies on bilingual phonological acquisition were revisited due to the following characteristics: (a) they applied a theoretical framework for bilingual speech production developed by white bilingual researchers, the dual-systems hypothesis
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A Complexity Approach to Promoting Within- and Cross-Language Generalization in Bilingual Children With Phonological Delays. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-26 Carlos D Irizarry-Pérez,Leah Fabiano-Smith,Andrea Martinez-Fisher
PURPOSE The purpose of this study was to explore the effects of generalization when treating complex targets with shared sounds in Spanish for a 5-year-old Spanish-English bilingual child with a phonological delay. METHOD Two complex clusters (/fl/ and /fɾ/) and one additional target (/l/) were chosen for treatment. Intervention sessions were held in Spanish over the course of 1 year on a weekly basis
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A Critical Analysis of State-Level Policies Impacting Racialized Emergent Bilinguals Suspected or Labeled as Dis/abled. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-20 Xigrid Soto-Boykin,María Rosa Brea-Spahn,Shakira Perez,Meaghan McKenna
PURPOSE The purpose of this review article is to conduct a critical analysis of state-level policies focusing on the provision of speech-language therapy and special education to children and youth who are racialized emergent bilinguals (REBs) suspected or labeled as dis/abled. METHOD We analyzed the state-level policies focusing on speech-language therapy and/or special education of California, Kansas
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Effect of Low-Tech Augmentative and Alternative Communication Intervention on Intentional Triadic Gaze as Alternative Access by School-Age Children With Multiple Disabilities. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-17 Christine Holyfield,Jessica Caron,Elizabeth Lorah,Bailey Norton
PURPOSE Students with multiple disabilities who are beginning communicators require augmentative and alternative communication (AAC) to communicate during school and participate in its academic and social aspects. Triadic gaze is a method for accessing low-tech AAC that minimizes physical demands on access for students with limited mobility, such as students with multiple disabilities. Thus, this study
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Reason-Based Recommendations From a Developmental Systems Approach for Students With Needs Across Functional Domains. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-14 Tara V McCarty,Carol A Miller
PURPOSE This tutorial aims to introduce school-based speech-language pathologists (SLPs) to developmental systems theory as a framework for considering interactions across functional domains, such as language, vision, and motor, for students with complex needs. METHOD This tutorial summarizes the current literature on developmental systems theory in its application to working with students who have
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Where Do You Anchor Your Beliefs? An Invitation to Interrogate Dominant Ideologies of Language and Languaging in Speech-Language Pathology. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-14 María Rosa Brea-Spahn,Clara Vaz Bauler
PURPOSE Ideologies are like rocks onto which individuals and institutions anchor their thoughts about what it means to be an "ideal language user" and what "standardized languaging" is. These deeply ingrained beliefs, influenced by colonial legacies and sociopolitical contexts, invisibly enforce a hierarchical order between people and their access to rights and privilege within societies. They inferiorize
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Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-14 Rica Ramírez,Becky H Huang,Kimberly Salazar,Mari Eik
PURPOSE Systematic reviews of bilingual children's reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (DLD). The present scoping review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual children with DLD. Specifically, this study aims to identify
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Examining Perspectives of Latina Mothers and Speech-Language Pathologists Through Dyadic Interviews: Implications for Latine Children on the Autism Spectrum. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-11 Astrid A Esquilín Nieves,Robin L Danzak
PURPOSE This qualitative pilot study explored cultural perspectives and needs of two bilingual (Spanish/English) Latina mothers with children on the autism spectrum in conversations with their children's speech-language pathologists (SLPs), one identifying as Mexican American and the other identifying as White American. METHOD Dyadic interviews were used to promote dialogue and learning opportunities
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Toward a Model of Reciprocal Carryover: Learning From Communication Systems of Families of Nonspeaking Bilingual Children. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-11 Lilly Padía
PURPOSE Children at the intersections of language learning, racialization, and dis/ability status experience systems of power in a very particular way. This work amplifies the "voices" of bilingual nonspeaking children and their families to upend the notion of educational and medical professionals as the experts. It positions familial ways of being and knowing as central to learning and offers educators
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Developmental Language Disorder Terminology: A Survey of Speech-Language Pathologists' Use and Knowledge. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-11 Erin Steffes,Lizbeth H Finestack
PURPOSE Developmental language disorder (DLD) is a relatively new, internationally promoted term to describe individuals with language impairments not secondary to a biomedical condition. This study aimed to better understand speech-language pathologists' (SLPs') current level of comfort using DLD terminology and knowledge of DLD in the United States to help SLPs better understand how and why they
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Embracing Theory as Liberatory Practice: Journeying Toward a Critical Praxis of Speech, Language, and Hearing. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-05 Chelsea Privette
PURPOSE The purpose of this tutorial is to guide practitioners to a critical praxis of speech, language, and hearing. This tutorial provides a foundational knowledge of critical theory as an approach to framing, conceptualizing, and interpreting phenomena and demonstrates its application to the speech, language, and hearing profession. METHOD This tutorial reviews critical theory as a category of frameworks
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A Critical Analysis of Standardized Testing in Speech and Language Therapy. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-05 Vishnu Kk Nair,Warda Farah,Ian Cushing
PURPOSE This review article critically interrogates the history and the current practice of standardized assessment in speech and language therapy. Speech and language assessments utilizing standardized linguistic norms are a critical tool for constructing disability and controlling disabled individuals. Such practices are rooted in a medical model of disability where the linguistic practice(s) of
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Interpreting Diné Epistemologies and Decolonization to Improve Language and Literacy Instruction for Diné Children. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-04-05 Joshuaa D Allison-Burbank,Annahbah Conn,Daniel Vandever
PURPOSE Culturally responsive teaching (CRT) is a recurring topic in preservice teacher and special education personnel training, especially as academic institutions work to implement anti-racist and anti-oppressive teaching pedagogies. These methods of instruction, specifically in the areas of language and literacy, can be implemented by programs that understand the needs of the Indigenous students
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A Survey of Speech-Language Pathologists' and Teachers' Perceptions of Collaborative Service Delivery. Language, Speech, and Hearing Services in Schools (IF 2.4) Pub Date : 2023-03-30 Danielle Brimo,Hannah Elizabeth Huffman
PURPOSE The purpose of this study was to compare speech-language pathologists' (SLPs) and teachers' perceptions of collaborative service delivery in a school setting. METHOD We created a survey for SLPs and teachers that included demographic questions and questions about the use of collaborative service delivery models, identification of collaborative partners, and perceived barriers to collaboration