American Journal of Speech-Language Pathology最新文献

{"title":"Phonological Treatment for Anomia: A Scoping Review.","authors":"Emily J Braun, Nichol Castro, Lynn Warner","doi":"10.1044/2025_AJSLP-25-00012","DOIUrl":"10.1044/2025_AJSLP-25-00012","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this scoping review was to summarize treatment characteristics (with a focus on treatment ingredients), participant demographic characteristics, and outcomes in the research literature for phonological treatment for anomia.</p><p><strong>Method: </strong>Relevant articles reporting on phonological treatment for anomia in acquired aphasia were identified by a librarian through a comprehensive database search as well as citation chasing of five articles. Title and abstract screening, full-text screening, and data extraction related to the research questions were completed in Covidence by two researchers.</p><p><strong>Results: </strong>A total of 110 articles reporting 152 treatment conditions met inclusion criteria for the study. Treatment conditions generally included relatively small sample sizes of individuals with chronic poststroke aphasia. Treatment conditions were categorized into five broad categories: cueing (i.e., direct phonological cueing), phonological components analysis, contextual priming (i.e., indirect phonological cueing), phonomotor treatment, and other phonological processing approaches (i.e., other types of phonological treatment targeting underlying phonological skills). These treatment categories used a variety of overlapping treatment ingredients. Outcomes were generally positive for naming of trained items with variability for generalization to untrained items and limited reporting of non-impairment-based measures (e.g., functional communication, quality of life).</p><p><strong>Conclusion: </strong>Further review and meta-analysis as well as prospective intervention research for phonological treatment for anomia is needed to identify who may benefit most from phonological treatment for anomia and to determine optimal treatment design parameters.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29646344.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2972-2996"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative Identity Formation: Rethinking Speech-Language Pathologists' Impact Through a Critical Lens.","authors":"Lynn Hansberry Mayo","doi":"10.1044/2025_AJSLP-24-00460","DOIUrl":"10.1044/2025_AJSLP-24-00460","url":null,"abstract":"<p><strong>Purpose: </strong>This viewpoint employs a critical pedagogy lens to examine the impact of current narrative evaluation and intervention practices and the resulting impacts on children's identity development across cultures. Studies about cultural variations of language typically target the pathologization of linguistically minoritized populations. Freire's (1970) method of evaluating institutional practices through critical pedagogy illuminates how speech-language pathologists' (SLPs') practice to support narrative skills development can undermine children's identity formation, a United Nations Council on the Rights of the Child fundamental human right (The United Nations, 1989). By synthesizing narrative research across disciplines, the author reveals how current practices potentially threaten children's identity development.</p><p><strong>Conclusions: </strong>Berman and Slobin's (1994) research on universal patterns of narrative development perpetuated the supposition of a universal structure. However, the research was limited to five languages with significant Western influence. Structural variations of narrative are deeply tied to culture. Popular assessment and intervention methods impose a Western structure, may threaten identity development, and have the potential for cultural erasure. As the language experts of many academic institutions, SLPs must reconceptualize their role in supporting narrative language development to include the potential impact of their practices on clients' lifelong identity formation. A first step is to recognize cultural variations in narrative structure and style and subsequently adopt a mindset of co-constructing narratives to support identity. Further research into cultural variations of narrative structure is essential to upholding the American Speech-Language-Hearing Association's code of ethics, specifically, \"to hold paramount the welfare of the persons they serve.\"</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"3025-3033"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children With Cortical/Cerebral Visual Impairment and Speech and Motor Impairments Who Use Augmentative and Alternative Communication: A Retrospective, Longitudinal Examination of School Records.","authors":"Sarah W Blackstone, Fei Luo, R Michael Barker, Christine Roman-Lantzy, MaryAnn Romski, Rose A Sevcik, Vicki Casella","doi":"10.1044/2025_AJSLP-24-00544","DOIUrl":"10.1044/2025_AJSLP-24-00544","url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal, retrospective study addresses the extent to which changes in functional vision, as measured by the CVI Range, are associated with changes in other developmental areas, specifically communicative competencies and the use of augmentative and alternative communication (AAC) modes and access methods.</p><p><strong>Method: </strong>Twelve students with cortical/cerebral visual impairment (CVI) and severe speech and motor impairments who rely on AAC strategies, tools, and technologies to communicate participated in the study. All participants were enrolled at The Bridge School in Hillsborough, CA, between the school years 2012-2013 and 2018-2019. The school's interprofessional collaborative team delivered an integrated, individualized educational program for students that included specific accommodations for CVI and the use of AAC. In this study, archived student records were reviewed using a systematic coding scheme.</p><p><strong>Results: </strong>Results showed that at the end of the study, all children's CVI Range scores improved. In addition, the measured areas related to communicative competence (i.e., social, linguistic, operational, strategic) also improved. The results for AAC modes and access methods varied, reflecting each student's uniqueness.</p><p><strong>Conclusions: </strong>Results support the need for speech-language pathologists, educators, and other service providers to offer these children opportunities to improve their use of vision. The results suggest that improvement in functional vision is strongly correlated with improvement across other areas of development, specifically related to communication competence. Students whose functional vision scores were lowest at baseline showed the greatest improvement, highlighting the importance of early identification and intervention for CVI. Clinical implications were discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29716511.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2795-2812"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulated Learning Experiences in Global Speech-Language Pathology Programs: A Scoping Review.","authors":"Jennifer Watermeyer, Kim Coutts, Rhona Nattrass","doi":"10.1044/2025_AJSLP-24-00393","DOIUrl":"10.1044/2025_AJSLP-24-00393","url":null,"abstract":"<p><strong>Purpose: </strong>Simulated learning experiences (SLEs) are increasingly utilized in health care education and to train speech-language pathology students. The increasing popularity of simulations, particularly during the COVID-19 pandemic, has generated interest in their potential for achieving teaching and learning outcomes and a need to map the evidence in the field. This review explores the application of SLEs in speech-language pathology training. It examines the types of simulated learning approaches used across clinical contexts in relation to student outcomes and stakeholder perceptions to guide evidence-based curriculum development.</p><p><strong>Method: </strong>We conducted a scoping review to identify published journal articles and gray literature that described how SLEs were used for clinical training in the profession. Following the abstract and full-text screening, 53 articles were reviewed, and a descriptive synthesis of findings was conducted.</p><p><strong>Results: </strong>A variety of SLEs are used for training in various areas of practice in the profession. Most studies have been conducted in the Global North and especially post-COVID-19. SLEs offer valuable practice opportunities and can enhance clinical education opportunities for improving students' clinical skills, knowledge, and confidence. Using SLEs can also facilitate the transition from theory to practice. Low-fidelity SLEs appear as effective as higher fidelity options. There are relatively few longitudinal studies and studies that explore how skills learned in SLEs translate into clinical settings. Overall, SLEs were viewed positively for enhancing learning and clinical readiness.</p><p><strong>Conclusions: </strong>While SLEs have proven useful tools for teaching and learning across various areas of practice in the speech-language pathology field, they require careful planning, scaffolding, and feedback to students. Future research should explore the use of SLEs in the Global South, gather perspectives from clinical educators and standardized patients, and focus on learning processes as well as, where possible, the long-term transfer of skills into real-world practice.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2942-2971"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internet-Based Behavioral Cough Suppression Therapy for Refractory Chronic Cough: A Randomized Controlled Trial.","authors":"Jane R Salois, Kassidi L Heinle, Laurie J Slovarp, Marie E Jetté, Vinaya Manchaiah, George Vlaescu, Gerhard Andersson","doi":"10.1044/2025_AJSLP-25-00124","DOIUrl":"10.1044/2025_AJSLP-25-00124","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to assess the efficacy of internet-based behavioral cough suppression therapy (IBCST) and explore users' experiences.</p><p><strong>Method: </strong>This study involved a prospective, single-blind, randomized controlled trial comparing the efficacy of a 5-week IBCST and healthy lifestyle education control intervention in patients with refractory chronic cough. Additionally, qualitative interviews were conducted and analyzed using grounded theory methodology.</p><p><strong>Interventions: </strong>IBCST and the healthy lifestyle control included 5 weeks of asynchronous content delivered via video and text on a study-specific website. IBCST emphasized education and cough suppression.</p><p><strong>Outcomes: </strong>The Leicester Cough Questionnaire (LCQ) and Cough Severity Visual Analog Scale (VAS) were the primary and secondary outcome measures, respectively, and were administered at baseline (T0), 1-week posttreatment (T1), and 1-month posttreatment (T2). Semistructured qualitative interviews were conducted with a subgroup of IBCST participants.</p><p><strong>Results: </strong>Thirty-nine adults with refractory chronic cough enrolled, and 30 (27 women, three men; <i>M</i>_age = 61 years) completed the study (18 IBCST, 12 control). IBCST resulted in clinically significant improvements for 72% of participants in LCQ total score at T1 with a mean change of 3.74 (<i>p</i> = .014, η_p² = .205) and 76% of participants at T2 with a mean change of 4.1 (<i>p</i> = .033, η_p² = .163). VAS changes did not reach the minimum clinically meaningful threshold but trended in that direction for the IBCST group at T1 (<i>p</i> = .056, η_p² = .128). Qualitative analysis revealed IBCST participants liked the convenience and quality of treatment and experienced improvements in symptom control.</p><p><strong>Conclusion: </strong>IBCST was feasible and efficacious and resulted in total LCQ score changes on par with what has been reported for other BCST interventions, paving the way for adaptation to a digital therapeutic.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2864-2876"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Oral Feeding Skill Development in Typically Developing Children Part I: Methodologies, Populations, and Normative Data.","authors":"Amy L Delaney, Anna Flatt, Hannah Koepp, Alissa V Fial, Katherine C Hustad","doi":"10.1044/2025_AJSLP-25-00067","DOIUrl":"10.1044/2025_AJSLP-25-00067","url":null,"abstract":"<p><strong>Purpose: </strong>This scoping review is the first in a two-part series aimed at synthesizing literature on oral feeding skills and informing the development of a classification system of observable skills. This article consolidates research on feeding skill development in typically developing children. The second paper analyzes individual skills identified. This review addresses three questions: (a) What methods have been used to study feeding skill development? (b) What populations of typically developing children without feeding disorders have been studied? (c) What normative data on feeding skills are available?</p><p><strong>Method: </strong>Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, studies were included if they examined oral feeding skills in typically developing children born at ≥ 37 weeks gestation, aged at least 4 months, with a focus on skills related to drinking liquids by cup and eating solids, using direct observation.</p><p><strong>Results: </strong>Fourteen studies met inclusion criteria. Findings revealed significant methodological variability, particularly in the number of skills assessed, feeding procedures used, and participant characteristics. While some normative data exist, they were limited and inconsistently reported. A key challenge was the lack of standardized definitions and categorization of feeding skills, which limited cross-study comparisons.</p><p><strong>Conclusions: </strong>Multiple approaches have been used to study typical feeding skill development, presenting an opportunity for methodological standardization. Greater clarity around individual feeding skills, addressed in Part 2, may help resolve inconsistencies in developmental timelines and support the development of an observational clinical measure.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2997-3016"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Better Conversations With Developmental Language Disorder\": Feasibility and Findings From an Initial Evaluation of a Novel Intervention.","authors":"Lucy Hughes, Caroline Newton, Juliette Corrin, Wendy Best","doi":"10.1044/2025_AJSLP-24-00448","DOIUrl":"10.1044/2025_AJSLP-24-00448","url":null,"abstract":"<p><strong>Purpose: </strong>Developmental language disorder (DLD) affects around 7.5% of children and can impact education and social well-being. Thus far, interventions for school-aged children with DLD have been targeted at single-word or sentence level. This article evaluates \"Better Conversations With Developmental Language Disorder\" (BCDLD), a coproduced, conversation-focused intervention grounded in communication partner training and parent-child interaction therapy, both evidence-based approaches used globally across populations with communication difficulty.</p><p><strong>Method: </strong>Six children with DLD (6;06-8;02 [years;months]) participated in BCDLD with their mothers. Each completed three baseline assessments and six conversation-focused therapy sessions. Video feedback was used to highlight facilitative and barrier strategies within their talk and to agree targets for change. Posttherapy and follow-up measures evaluated progress in response to intervention. The study employed conversation-based outcome measures, which were novel for this client group. Feasibility of the approach was explored with regard to recruitment, retention, and acceptability. The practicality of using conversation-based outcome measures was evaluated.</p><p><strong>Results: </strong>There was significant change in targeted conversation behaviors, the primary outcome measure, for five dyads after intervention. Secondary indicative outcomes demonstrate a significant increase in children's average utterance length for the group. Numerical change in child-to-adult ratio of speech was achieved, in line with intervention targets, and for five children, there was a numerical change in functional communication on the Children's Communication Checklist-2. Feasibility results demonstrate good retention and acceptability, including time taken to transcribe and analyze conversation-based measures.</p><p><strong>Discussion: </strong>The results suggest that school-aged children with DLD can benefit from direct intervention to improve their everyday conversation, and the approach can produce change on targeted communication behaviors and conversation measures. Feasibility findings provide support for the further development of BCDLD. Further coproduced research is necessary to refine the intervention, explore active ingredients, and consider issues of candidacy and implementation within clinical services.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29464619.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2586-2617"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ChatGPT Responses to Questions About Clinical Decision Making: A Preliminary Analysis of Accuracy and Completeness.","authors":"Vijayachandra Ramachandra, Cody W Dew, Dawna Duff, Natalie V Covington, Reethee Antony, Lori A Pakulski, Jaime B Lee, Sundeep Venkatesan, Nandhu Radhakrishnan, Rodney M Gabel, Jennifer Glassman","doi":"10.1044/2025_AJSLP-24-00490","DOIUrl":"10.1044/2025_AJSLP-24-00490","url":null,"abstract":"<p><strong>Purpose: </strong>The primary aim of this preliminary study was to examine the potential advantages and disadvantages of using ChatGPT-3.5 (free version) to obtain information pertaining to the discipline of communication sciences and disorders (CSD).</p><p><strong>Method: </strong>Nine university-based CSD researchers with expertise in different topic areas created questions of varying complexity (basic, advanced, evidence-based practice [EBP], and general CSD) to ask ChatGPT and then rated the software's responses for accuracy (6-point Likert scale) and completeness (3-point Likert scale).</p><p><strong>Results: </strong>Across all questions (<i>n =</i> 162), the median accuracy was 5 (nearly all correct), with an <i>M</i> of 5.01. Regarding completeness, the median was 3 (comprehensive), and the mean was 2.41. Furthermore, there were no significant differences in composite ratings (accuracy and completeness combined) between responses to basic, advanced, and EBP questions; however, responses to general CSD questions received significantly higher composite ratings than responses to basic, advanced, and EBP questions. Despite strong performance of ChatGPT on average, the distribution of accuracy and completeness ratings showed that more than half of ChatGPT's responses were rated as not fully accurate, only 45.68% of the responses received a rating of 6 (correct). On completeness ratings, only 54.32% of responses received a rating of 3 (comprehensive).</p><p><strong>Conclusions: </strong>Our results indicate that ChatGPT can quickly provide answers and often generate responses that experts judge as accurate. However, clinicians cannot depend on ChatGPT for accurate and complete responses, especially for complex clinical questions. Using ChatGPT for clinical decision making may be particularly risky for inexperienced or student clinicians, who may have difficulty spotting inaccuracies.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29565167.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2919-2927"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech-Language Therapists' Training, Confidence, and Barriers When Serving Bilingual Children: Development and Application of a National Survey.","authors":"Meaghan McKenna, Xigrid Soto-Boykin, Anne Larson, Diana Julbe-Delgado","doi":"10.1044/2025_AJSLP-24-00498","DOIUrl":"10.1044/2025_AJSLP-24-00498","url":null,"abstract":"<p><strong>Purpose: </strong>Most pediatric speech-language therapists (SLTs) will serve bilingual children. This article reports findings from the <i>National Survey of SLTs' Training, Confidence, and Barriers When Serving Bilingual Children</i>. This survey was created for SLTs to self-report training, confidence, and barriers when assessing and delivering interventions to bilingual children.</p><p><strong>Method: </strong>The 58-question survey was developed using commonly accepted procedures for questionnaire development to establish content validity: (a) identification of the purpose of the survey, (b) creation of a blueprint of items, (c) expert panel review, and (d) cognitive interviews with end-users. Upon completing initial development, 567 bilingual and monolingual SLTs responded to survey items. Internal structure validity was assessed using a confirmatory factor analysis. A three-factor model with the following dimensions-linguistically matched, not linguistically matched, and barriers when not linguistically matched-resulted.</p><p><strong>Results: </strong>Descriptive findings uncovered an ongoing need for SLTs to receive training to support bilingual children on their caseload, especially to communicate with families who speak languages other than English and embed children's home language in therapy sessions. While bilingual SLTs were more confident in serving bilingual children than monolingual SLTs were, both groups identified inadequate resources, along with other barriers that impacted their perceived confidence and competence.</p><p><strong>Conclusions: </strong>Survey results reveal the continued need to support preservice and practicing SLTs to enhance their competence and confidence when assessing and treating bilingual children. The findings from the present study have the potential of informing American Speech-Language-Hearing Association's leadership, institutes of higher education, and continuing education initiatives.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29409923.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"2632-2648"},"PeriodicalIF":2.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pediatricians' Knowledge of Bilingualism and Provision of Culturally Responsive Care for Latine Dual Language Learners: A Pilot Study.","authors":"Adriana Weisleder, Laura Pabalan, Anna Miller-Fitzwater, Anahí Venzor-Strader, Erin Dennis, Mariana Glusman","doi":"10.1044/2025_AJSLP-24-00572","DOIUrl":"https://doi.org/10.1044/2025_AJSLP-24-00572","url":null,"abstract":"<p><strong>Purpose: </strong>Pediatricians are the first professionals to provide guidance about language development to families with young children and referrals for those who may have a language or communication disorder. One-quarter of children in the United States are dual language learners (DLLs), yet there is little information about pediatrician's readiness to provide culturally and linguistically responsive care for these children. This pilot study sought to examine pediatricians' knowledge of bilingual language development and its relation to the provision of language and literacy promotion and developmental surveillance for Latine DLLs.</p><p><strong>Method: </strong>Sixty-seven pediatricians at two academic pediatric clinics completed a survey asking about their knowledge about bilingual language development, Spanish proficiency, and provision of culturally effective health care to Latine DLLs. Analyses examined mean levels of these variables as well as relationships between knowledge, proficiency, and practices.</p><p><strong>Results: </strong>On average, pediatricians' responses to the knowledge-based questions agreed with the evidence 69% of the time. Only 29% of pediatricians said they felt comfortable counseling Latine parents on bilingual language development, and 75% indicated they had difficulty recognizing signs of a language or communication disorders in Latine children from Spanish-speaking homes. Multiple regressions showed that pediatricians with higher Spanish proficiency and those with greater knowledge of bilingual language development provided more culturally and linguistically responsive care to Latine DLLs.</p><p><strong>Conclusions: </strong>We identified significant gaps in pediatricians' knowledge about bilingual language development that were associated with their practice patterns. Results highlight the need for incorporating training about bilingual language development into pediatric education and increasing the number of providers that speak languages other than English.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29954468.</p>","PeriodicalId":49240,"journal":{"name":"American Journal of Speech-Language Pathology","volume":" ","pages":"1-11"},"PeriodicalIF":2.5,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}