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Journals Language, Speech, and Hearing ...

Language, Speech, and Hearing Services in Schools

https://read.qxmd.com/read/38758707/transcription-decisions-of-conjoined-independent-clauses-are-equitable-across-dialects-but-impact-measurement-outcomes
#1
JOURNAL ARTICLE
Janna B Oetting, Tahmineh Maleki
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 of mean length of utterance (MLU) by a child's English dialect, clinical status, and age...
May 17, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38758705/erratum-to-perceptions-of-black-children-s-narrative-language-a-mixed-methods-study
#2
(no author information available yet)
No abstract text is available yet for this article.
May 17, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38748997/group-size-an-active-ingredient-of-school-based-language-therapy
#3
JOURNAL ARTICLE
Carrie Hutchins, Mary Beth Schmitt
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 impairment receiving business-as-usual therapy on the caseloads of 75 speech-language pathologists...
May 15, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38748925/examining-adolescent-language-performance-in-discourse-production-across-four-elicitation-tasks
#4
JOURNAL ARTICLE
Adele K Wallis, Marleen F Westerveld
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. METHOD: Forty-four typically developing adolescents with ages ranging from 12;2 to 17;11 (years;months; M = 15;2; 21 boys and 23 girls) participated in the study...
May 15, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38718252/learning-to-implement-dialogic-reading-through-video-based-online-training-a-preliminary-study
#5
JOURNAL ARTICLE
Veronica P Fleury, Lindsay Dennis, Alice N Williams
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 modules as an initial training option within a future tiered training model. METHOD: We employed a within-subject repeated-measures group design to evaluate educators' ( N = 20) implementation of DR after viewing training videos...
May 8, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38701432/acceptability-of-racial-microaggressions-from-the-perspective-of-speech-language-pathology-students
#6
JOURNAL ARTICLE
Geoffrey A Coalson, Skyller Castello, Kia N Johnson, Janna B Oetting, Eileen Haebig
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 racial and ethnic microaggressions. We also examined whether the student ratings varied by their racial and ethnic identity (White vs...
May 3, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38640078/contextualized-multicomponent-language-instruction-from-theory-to-randomized-controlled-trial
#7
JOURNAL ARTICLE
Sandra L Gillam, Ronald B Gillam, Beula M Magimairaj, Philip Capin, Megan Israelsen-Augenstein, Greg Roberts, Sharon Vaughn
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 summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children...
April 19, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38630019/speechreading-phonological-skills-and-word-reading-ability-in-children
#8
JOURNAL ARTICLE
Fiona E Kyle, Natasha Trickey
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, and rapid automatized naming (RAN). RESULTS: Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size)...
April 17, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38625104/spelling-facilitates-reading-a-tutorial-on-the-spell-to-read-approach
#9
JOURNAL ARTICLE
Heather L Ramsdell, Lisa Bowers
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. Importantly, for students who have difficulty in spelling, their spelling errors are among the early indicators of dyslexia and can provide a means for identifying readers who may benefit from early intervention...
April 16, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38619492/we-have-to-talk-about-something-why-not-talk-about-the-curriculum-a-guide-to-embedding-language-interventions-in-curricular-content
#10
JOURNAL ARTICLE
Amanda J Owen Van Horne, Maura Curran, Samantha Weatherford, Karla K McGregor
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 language intervention with curricular content delivery. METHOD: We present a five-step model for a speech-language pathologist and other school professionals to follow to (a) understand the grade-level core curriculum objectives; (b) align intervention targets with the curriculum; (c) select a therapy approach that aligns with both goals and curricular content, and (d) methods for implementing the intervention; and (e) verify that both the intervention and the curriculum have been provided in accordance with best practices...
April 15, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38573169/pediatric-feeding-disorder-and-the-school-based-slp-an-evidence-based-update-for-clinical-practice-epilogue
#11
JOURNAL ARTICLE
Memorie M Gosa
No abstract text is available yet for this article.
April 4, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38573159/written-language-practice-self-efficacy-and-beliefs-a-survey-of-speech-language-pathologists-working-with-school-aged-clients
#12
JOURNAL ARTICLE
Julia J Yi, Karen A Erickson
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 analyses were conducted to determine differences between (a) SLPs' self-efficacy in assessing and treating spoken versus written language and (b) school-based and non-school-based SLPs' clinical practice, self-efficacy, and beliefs about their roles with written language...
April 4, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38501931/predictors-of-listening-related-fatigue-in-adolescents-with-hearing-loss
#13
JOURNAL ARTICLE
Kelsey E Klein, Lauren A Harris, Elizabeth L Humphrey, Emily C Noss, Autumn M Sanderson, Kelly R Yeager
PURPOSE: Self-reported listening-related fatigue in adolescents with hearing loss (HL) was investigated. Specifically, the extent to which listening-related fatigue is associated with school accommodations, audiologic characteristics, and listening breaks was examined. METHOD: Participants were 144 adolescents with HL ages 12-19 years. Data were collected online via Qualtrics. The Vanderbilt Fatigue Scale-Child was used to measure listening-related fatigue. Participants also reported on their use of listening breaks and school accommodations, including an Individualized Education Program (IEP) or 504 plan, remote microphone systems, closed captioning, preferential seating, sign language interpreters, live transcriptions, and notetakers...
March 19, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38457668/efficacy-of-the-teaching-early-literacy-and-language-curriculum-with-preschoolers-from-low-income-families
#14
JOURNAL ARTICLE
Shelley I Gray, M Jeanne Wilcox, Mark Reiser
PURPOSE: The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. METHOD: In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching...
March 8, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38426945/growth-of-complex-syntax-coordinate-and-subordinate-clause-use-in-elementary-school-aged-children
#15
JOURNAL ARTICLE
Robert E Owens, Stacey L Pavelko, Debbie Hahs-Vaughn
PURPOSE: Production of complex syntax is a hallmark of later language development; however, most of the research examining age-related changes has focused on adolescents or analyzed narrative language samples. Research documenting age-related changes in the production of complex syntax in elementary school-aged children in conversational language samples is limited. Therefore, the purpose of this article is to examine age-related changes in the production of coordinate and subordinate clauses in children between 5 and 10 years of age obtained from 50-utterance conversational language samples...
March 1, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38394247/comparing-spoken-versus-ipad-administered-versions-of-a-narrative-retell-assessment-tool-in-a-practice-based-research-partnership
#16
JOURNAL ARTICLE
Caitlin Coughler, Taylor Bardell, Mary Ann Schouten, Kristen Smith, Lisa M D Archibald
PURPOSE: In the current age of greater digital delivery of services, it is important to examine the validity and differences between spoken and digital delivery of materials. The current study is a practice-based research partnership between school-based speech-language pathologists (SLPs) and researchers, evaluating presentation effects and validity of a narrative retell assessment tool created by SLPs. METHOD: Fifty-one children across kindergarten, Grade 1, and Grade 2 completed the narrative retell task, retelling One Frog Too Many and Frog Goes to Dinner in three in-person story presentation conditions administered 1 week apart: spoken, iPad with audio-recorded natural rate of speech, and iPad with slow rate of speech...
February 23, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38394224/spanish-speaking-mothers-experiences-of-school-based-speech-therapy
#17
JOURNAL ARTICLE
Carlos D Irizarry-PĂ©rez, Lindsey M Bell, Monique N Rodriguez, Vanessa Viramontes
PURPOSE: Spanish-speaking families are a growing population that speech-language pathologists must be prepared to work with. To provide culturally responsive intervention, speech-language pathologists (SLPs) must understand the perspectives of Spanish-speaking caregivers when providing intervention. These values and experiences may differ from those of monolingual, mainstream culture. Understanding the impact of the COVID-19 pandemic on these experiences is also important. In this qualitative study, we explore the experiences of Spanish-speaking mothers whose children have received school-based speech-language intervention and the impact of the COVID-19 pandemic...
February 23, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38573123/empowering-speech-language-pathologists-strategies-for-effective-individualized-education-program-navigation-and-inclusive-practice-in-schools
#18
JOURNAL ARTICLE
Marie C Ireland, Shannon Hall-Mills
No abstract text is available yet for this article.
April 11, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38563740/pediatric-feeding-disorder-and-the-school-based-speech-language-pathologist-an-evidence-based-update-for-clinical-practice
#19
JOURNAL ARTICLE
Emily M Homer
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 the schools (Logemann & O'Toole, 2000; McNeilly & Sheppard, 2008)...
April 11, 2024: Language, Speech, and Hearing Services in Schools
https://read.qxmd.com/read/38557245/dysphagia-service-delivery-in-the-educational-setting-pediatric-feeding-disorder-and-the-culturally-responsive-clinician
#20
JOURNAL ARTICLE
Anais Villaluna, Carolyn Dolby
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 school-based dysphagia services. CONCLUSIONS: The consideration of cultural and linguistic factors for the child with oral motor, swallowing, and/or PFDs is essential when diagnosing, treating, and planning for dysphagia service delivery...
April 11, 2024: Language, Speech, and Hearing Services in Schools
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