Journals Language, Speech, and Hearing ...

Language, Speech, and Hearing Services in Schools
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
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
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
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
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
Minna Lipner, Sharon Armon-Lotem, Sveta Fichman, Joel Walters, Carmit Altman
PURPOSE: We investigated the impact of narrative task complexity on macrostructure in both languages of bilingual kindergarten children and the relationship of macrostructure across languages to guide practitioners' choice of assessment tools and aid in interpretation of results. METHOD: Thirty-nine English-Hebrew bilingual kindergarten children ( M age = 65 months) retold two narratives in each language: a one-episode story and a three-episode story. Stories were coded for macrostructure using five story grammar (SG) elements: Internal State-Initiating Event, Goal, Attempt, Outcome, and Internal State-Reaction...
February 16, 2024: Language, Speech, and Hearing Services in Schools
John Kim, Gloria Soto
PURPOSE: Parent engagement and involvement is essential for the successful implementation of augmentative and alternative communication (AAC) systems in the home. The purpose of the current study is to gain a deeper understanding of caregivers' experiences with AAC systems and their collaboration with school professionals during the implementation of AAC, which may have led to subsequent abandonment. METHOD: This review intentionally included qualitative studies that employed semistructured interviews, focus groups, and ethnographic investigations that documented the experiences and perceptions of families implementing AAC at home...
February 7, 2024: Language, Speech, and Hearing Services in Schools
Sarah D Wainscott, Kelsey Spurgin
PURPOSE: Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports...
February 7, 2024: Language, Speech, and Hearing Services in Schools
Michelle Hernandez, Juliana Ronderos, Anny Patricia Castilla-Earls
PURPOSE: The purpose of this study was to investigate the diagnostic accuracy of two measures derived from spontaneous language samples, mean length of utterance in words (MLUw) and percentage of grammatical utterances (PGU), in identifying developmental language disorder (DLD) in Spanish-English bilingual children. We examined two approaches: best language and total language. METHOD: The participants in this study included 74 Spanish-English bilingual children with ( n = 36) and without ( n = 38) DLD...
February 6, 2024: Language, Speech, and Hearing Services in Schools
Vered Vaknin-Nusbaum, Einat Nevo
PURPOSE: This study investigated the effectiveness of a storytelling-based morphological intervention program on the language and literacy knowledge and reading motivation of kindergarten children from low and mid socioeconomic status (SES) backgrounds. It also explored how these groups compared in change scores against a non-intervened high SES group. METHOD: Employing a cluster randomization approach, this study included 158 kindergarten children, comprising intervention and comparison groups from low and mid SES backgrounds, as well as a non-intervened high SES group...
February 2, 2024: Language, Speech, and Hearing Services in Schools
Arynn S Byrd, Kathleen Oppenheimer, Rebecca Silverman, Jan Edwards
PURPOSE: Clinicians are tasked with using culturally and linguistically appropriate tools to evaluate oral and written language development accurately. However, limited tools account for linguistic diversity in writing. This gap can lead to under- and overdiagnosis of students who speak nonmainstream dialects. This study addressed that gap by developing a writing task to identify nonmainstream dialect features in the writing of early elementary school students. We describe the development, feasibility, and results of pilot testing of the task...
February 2, 2024: Language, Speech, and Hearing Services in Schools
Leesa Marante, Shannon Hall-Mills
PURPOSE: Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices...
January 31, 2024: Language, Speech, and Hearing Services in Schools
Emily A Reno, Kristen L McMaster
PURPOSE: Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing. METHOD: LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters...
January 29, 2024: Language, Speech, and Hearing Services in Schools
John McNaught, Daniel Biegun, Kendal Swartzentruber
PURPOSE: The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. METHOD: The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting...
January 24, 2024: Language, Speech, and Hearing Services in Schools
Raquel Garcia
PURPOSE: School-based speech-language pathologists are at the frontline for treating children with pediatric feeding disorders (PFDs). Often, speech-language pathologists are the primary allied health professionals who are charged with maximizing safety, supporting nutrition and neurodevelopmental growth. Due to the increasing need for assessment and treatment of PFDs in schools, it is fundamental that PFDs and dysphagia are detected, differentially diagnosed, and addressed to support developing children...
January 19, 2024: Language, Speech, and Hearing Services in Schools
Michelle L W Dawson, Angie Neal, Kristen West
PURPOSE: The purpose of this clinical focus article is to discuss processes and procedures for building school-based programs to address the feeding and swallowing needs of students in the public-school setting. Interprofessional practice (IPP) team member roles and responsibilities, screening, eligibility, considerations for developing Individualized Education Programs that address the needs of students with pediatric feeding disorder (PFD) and dysphagia, as well as billing documentation requirements, are discussed...
January 16, 2024: Language, Speech, and Hearing Services in Schools
Kameron C Carden, Robin A McWilliam, Ragan H McLeod, Megan P Fedewa
PURPOSE: This pilot study aimed to examine the effects of a caregiver-supported, narrative-based intervention program on the story retelling skills of a group of preschoolers who are deaf and hard of hearing (D/HH) using listening and spoken language (LSL). METHOD: A concurrent multiple baseline design across participants was used to determine the effect of a narrative intervention on the story retelling skills of three preschool-age participants who demonstrated complex language delays...
January 12, 2024: Language, Speech, and Hearing Services in Schools
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 is placed on sociolinguistic information to account for all language(s) and dialect(s) in each child's environment, BL feature patterns, and appropriate scoring procedures for characterizing language use...
January 11, 2024: Language, Speech, and Hearing Services in Schools
Kristen M West
PURPOSE: Children with pediatric feeding disorder (PFD) and dysphagia are increasingly prevalent in school-based caseloads. This tutorial discusses the current best practices for treating children with PFD and dysphagia as well as considerations for service delivery in educational settings. METHOD: The rationale for treating PFD and dysphagia in an educational setting is discussed. A review of various interventions for PFD and dysphagia and a discussion of the available evidence are provided...
January 10, 2024: Language, Speech, and Hearing Services in Schools
Katelyn J Kotlarek, Katelan Rogers, Kazlin N Mason
PURPOSE: The purpose of this study was to identify training gaps and continuing education (CE) needs for speech-language pathologists (SLPs) in evaluating and treating children with cleft palate across and among areas of varying population density. METHOD: An anonymous 35-question survey lasting approximately 10-15 min was created in Qualtrics based on a previously published study. The survey information and link were electronically distributed to American Speech-Language-Hearing Association (ASHA)-certified SLPs through ASHA listservs, social media, individual-state SLP organizations, and an e-mail list of publicly listed SLPs...
December 27, 2023: Language, Speech, and Hearing Services in Schools
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