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Language, Speech, and Hearing Services in Schools

Katrina Fulcher-Rood, Anny Castilla-Earls, Jeff Higginbotham
Purpose The current study used a case review diagnostic assessment task to examine the diagnostic decisions speech-language pathologists (SLPs) working in the United States made after reviewing child language cases. Method Fourteen SLPs were given 5 case studies that presented either congruent or incongruent results between standardized testing and informal measures. After reviewing the assessment data, SLPs were asked to make a diagnostic decision. Results Unanimous consensus regarding diagnostic decisions was found when the assessment data were congruent...
April 17, 2019: Language, Speech, and Hearing Services in Schools
Gregory C Robinson, Pamela C Norton
Purpose This study aimed to determine if African American students were disproportionately represented between the years of 2004 and 2014 in the primary disability category of Speech or Language Impairment (S/LI) under the 2004 reauthorized Individuals with Disabilities Education Improvement Act. Method S/LI enrollment data from the Office of Special Education Programs and general enrollment data from the National Center for Education Statistics were analyzed to compare the risk of primary S/LI category enrollment of African American students to that of all other students...
April 11, 2019: Language, Speech, and Hearing Services in Schools
Claire M Selin, Mabel L Rice, Teresa Girolamo, Chien J Wang
Purpose The speech-language pathologist's (SLP's) role for the specific language impairment (SLI) population is to provide specialized intervention targeting underlying deficits. However, children with SLI are often underrepresented on caseloads despite a high prevalence of the disorder and known long-term impacts. This study explored how SLPs use research to inform clinical decision making for SLI under neutral workplace circumstances. Method A national web-based survey was distributed to SLPs ( n = 563) to investigate assessment and intervention clinical decision making for individuals with SLI...
April 10, 2019: Language, Speech, and Hearing Services in Schools
Elizabeth Adams Costa, Lori Day, Colleen Caverly, Nancy Mellon, Meredith Ouellette, Sharlene Wilson Ottley
Purpose The importance of early intervention for fostering language in children with hearing loss has been well documented; those that facilitate parent engagement are particularly effective. Listening and spoken language outcomes among children with hearing loss continue to fall short compared to hearing peers, despite improvements in hearing technologies. The current study evaluated the effectiveness of parent-child interaction therapy (PCIT) as a behavioral intervention for children with hearing loss and its applicability as a language intervention...
January 28, 2019: Language, Speech, and Hearing Services in Schools
Alexandra M Cross, Marc F Joanisse, Lisa M D Archibald
Purpose This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands. Method A scoping review was performed via computerized database searching to examine literature on mathematics and DLD...
January 28, 2019: Language, Speech, and Hearing Services in Schools
Elizabeth Runnion, Shelley Gray
Purpose Children with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss. Method We describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language...
January 28, 2019: Language, Speech, and Hearing Services in Schools
Lauren Burrows, Linda Jarmulowicz, D Kimbrough Oller
Purpose The objective of this study was to examine tap production by English language learners (ELLs) in kindergarten whose 1st language is Spanish. The conflicting status of tap in Spanish and English could present challenges for allophonic learning in 2nd language for ELLs. Prior research has evaluated acquisition of other allophone pairs, but none has focused exclusively on tap. Method Thirty ELLs, 30 English monolinguals, and 29 Spanish monolinguals participated in the study. Participants completed a single-word repetition task in which numerous opportunities to produce tap were provided...
January 28, 2019: Language, Speech, and Hearing Services in Schools
Yolanda Keller-Bell, Maureen Short
Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings...
January 28, 2019: Language, Speech, and Hearing Services in Schools
Rochel Lazewnik, Nancy A Creaghead, Allison Breit Smith, Jo-Anne Prendeville, Lesley Raisor-Becker, Noah Silbert
Purpose: The purpose of this study was to determine if a standardized assessment developed for Spanish-English dual language learners (SEDLLs) differentiates SEDLLs with language impairment (LI) from children with typical language better than the translated/adapted Spanish and/or English version of a standardized assessment and to determine if adding informal measure/s to the standardized assessment increases the classification accuracy. Method: Standardized and informal language assessment measures were administered to 30 Mexican American 4- to 5-year-old SEDLLs to determine the predictive value of each measure and the group of measures that best identified children with LI and typical language...
December 6, 2018: Language, Speech, and Hearing Services in Schools
Alycia Cummings, Janet Hallgrimson, Sarah Robinson
Purpose: This study examined how lexical representations and intervention intensity affect phonological acquisition and generalization in children with speech sound disorders. Method: Using a single-subject multiple baseline design, 24 children with speech sound disorders (3;6 to 6;10 [years;months]) were split into 3 word lexicality types targeting word-initial complex singleton phonemes: /ɹ l ʧ θ/. Specifically, academic vocabulary words, nonwords (NWs), and high-frequency (HF) words were contrasted...
November 15, 2018: Language, Speech, and Hearing Services in Schools
Teresa A Ukrainetz
Purpose: This preliminary study investigated an intervention procedure employing 2 types of note-taking and oral practice to improve expository reporting skills. Procedure: Forty-four 4th to 6th graders with language-related learning disabilities from 9 schools were assigned to treatment or control conditions that were balanced for grade, oral language, and other features. The treatment condition received 6 30-min individual or pair sessions from the school of speech-language pathologists (SLPs)...
November 15, 2018: Language, Speech, and Hearing Services in Schools
Malin Wass, Teresa Y C Ching, Linda Cupples, Hua-Chen Wang, Björn Lyxell, Louise Martin, Laura Button, Miriam Gunnourie, Isabelle Boisvert, Catherine McMahon, Anne Castles
Purpose: The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method: Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing...
October 30, 2018: Language, Speech, and Hearing Services in Schools
Beatriz de Diego-Lázaro, María Adelaida Restrepo, Allison Lee Sedey, Christine Yoshinaga-Itano
Purpose: The goal of this study was to identify predictors of expressive vocabulary in young Spanish-speaking children who are deaf or hard of hearing living in the United States. Method: This cross-sectional study considered 53 children with bilateral hearing loss between 8 and 34 months of age (M = 24, SD = 6.9). Demographic variables, variables related to the hearing loss, and intervention variables were included in a hierarchical regression analysis to predict expressive vocabulary quotients from the MacArthur Inventario del Desarrollo de Habilidades Comunicativas (Communicative Development Inventories; Jackson-Maldonado et al...
October 30, 2018: Language, Speech, and Hearing Services in Schools
Sharynne McLeod, Sarah Masso
Purpose: Diagnostic decision making is influenced by the attributes of assessments. In order to propose time-efficient protocols for screening children's speech, this study aimed to determine whether eliciting imitated responses and analyzing productions in different word positions resulted in different levels of consonant accuracy. Method: Participants were 267 English-speaking preschool-age children in the Sound Start Study whose parents were concerned about their speech...
October 30, 2018: Language, Speech, and Hearing Services in Schools
Tiffany P Hogan
The purpose of this epilogue is to offer five ways speech-language pathologists can positively impact children with dyslexia, drawing from and expanding on the articles presented in this clinical forum on dyslexia.
October 24, 2018: Language, Speech, and Hearing Services in Schools
Brianna L Yamasaki, Gigi Luk
Purpose: We examined the association between language experience and elementary students' eligibility for special education in Massachusetts. Method: A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered...
October 24, 2018: Language, Speech, and Hearing Services in Schools
Douglas B Petersen, Shelbi L Gragg, Trina D Spencer
Purpose: The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures. Method: With a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten...
October 24, 2018: Language, Speech, and Hearing Services in Schools
Gabrielle Rappolt-Schlichtmann, Alyssa R Boucher, Miriam Evans
Purpose: In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative to the deficit view and explore how strengths-based approaches such as Universal Design for Learning can be used to support the overall well-being and development of students with dyslexia...
October 24, 2018: Language, Speech, and Hearing Services in Schools
Michael Hebert, Devin M Kearns, Joanne Baker Hayes, Pamela Bazis, Samantha Cooper
Purpose: Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia...
October 24, 2018: Language, Speech, and Hearing Services in Schools
Stephanie Al Otaiba, Amy Gillespie Rouse, Kristi Baker
Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs. Method: First, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions...
October 24, 2018: Language, Speech, and Hearing Services in Schools
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