Language Speech and Hearing Services in Schools最新文献

{"title":"Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.","authors":"İrem Sendesen, Gurbet İpek Şahin Kamışlı, Gamze Sönmez","doi":"10.1044/2026_LSHSS-25-00251","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-25-00251","url":null,"abstract":"<p><strong>Objective: </strong>This study assessed the knowledge levels of classroom teachers concerning students with hearing loss (HL) and hearing aids (HAs) and examined the complex interrelationships between this knowledge, their inclusive classroom behaviors, and their attitudes.</p><p><strong>Method: </strong>A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings.</p><p><strong>Results: </strong>Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings.</p><p><strong>Conclusions: </strong>The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-10"},"PeriodicalIF":2.9,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147789397","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":"Exploring Spatial Hearing Abilities in Children With Bilateral Cochlear Implants Using Three-Dimensional Virtual Reality Systems.","authors":"Irem Karakuluk,Bekir Enes Özel,Merve Ozbal Batuk","doi":"10.1044/2026_lshss-25-00068","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00068","url":null,"abstract":"PURPOSEThis study aimed to (a) examine the contribution of head movements to sound localization through a within-participant manipulation (i.e., movement vs. no-movement conditions) across all three groups (children with normal hearing and simultaneous and sequential bilateral cochlear implant users) and (b) compare sound localization performance across the three groups, with particular emphasis on the inclusion of two distinct groups of cochlear implant users (simultaneous and sequential bilateral cochlear implant users).METHODTwenty-one normal-hearing children and 14 children with simultaneous cochlear implants, as well as 18 children with sequential cochlear implants, aged 6-14 years, participated in the study. Three-dimensional hearing abilities were examined using virtual reality systems. Participants were evaluated in two listening conditions, head mobile and head immobile, at two distances (35 and 55 cm) and at four angles (right-front, +30°; left-front, -30°; right-back, +150°; left-back, -150°). The relationship between overall three-dimensional error and several demographic characteristics under head-immobile conditions was investigated.RESULTSSignificant differences were found between the normal-hearing group and the bilateral cochlear implant groups under both listening conditions for azimuth error, front-back and right-left errors, overall three-dimensional errors, and front-back confusion percentage (p < .001). In the virtual reality localization test, azimuth error, overall error amounts, and front-back confusion percentage differed significantly between head-mobile and head-immobile conditions (p < .05). There were no significant differences in perception of the two distances across all three groups (p > .05). Additionally, no significant relationships were found between the demographic characteristics and overall three-dimensional error amount (p > .05).CONCLUSIONSHead movements were found to improve sound localization abilities in children. Although errors among children with bilateral simultaneous cochlear implants were less than those of sequential cochlear implants, no significant difference was found between the two groups. Spatial hearing was significantly enhanced due to head movements, suggesting that incorporating head movements into auditory rehabilitation strategies could improve the hearing performance of children.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"5 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754567","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":"Bilingual Children's Grammatical Productivity From Spontaneous Language Samples in English and Spanish.","authors":"Alicia G Escobedo,John F Gallagher,Irina Potapova,Gregory D Keating,Giang T Pham,Sonja Pruitt-Lord","doi":"10.1044/2026_lshss-25-00121","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00121","url":null,"abstract":"PURPOSEMuch work has been done to characterize the grammatical productivity of English-speaking monolingual children and the English skills of bilingual children. However, less work has been done to characterize productivity of bilingual children in other languages. This study investigates the clinical utility of a Spanish grammatical productivity measure to address the need for linguistically responsive measures in bilingual language assessment.METHODSpontaneous language samples were collected for 23 typically developing (TD) preschoolers and nine preschoolers with developmental language disorder (DLD). In Spanish, children's productive use of definite articles, indefinite articles, and direct object clitics was calculated to derive group averages. In English, children's productive use of tense and agreement morphemes was examined.RESULTSIn Spanish and in English, TD children demonstrated higher productivity than children with DLD.CONCLUSIONIn addition to English productivity, children's Spanish grammatical productivity is a promising clinical tool to be used in the assessment of Spanish-English bilingual children.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"4 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147751294","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":"Do Hearing Aids Improve Spectral and Speech-in-Noise Perception in Children With Mild Hearing Loss?","authors":"Seda Konca,Hülya Göçmenler,Şengül Terlemez","doi":"10.1044/2026_lshss-25-00169","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00169","url":null,"abstract":"PURPOSEThis study aimed to evaluate spectral resolution and speech understanding in noise among primary school-aged children with bilateral mild sensorineural hearing loss (26-40 dB HL) and to investigate the effect of amplification on these auditory abilities.METHODThe study included 16 children with normal hearing (Group 3) and 32 children with bilateral mild hearing loss (7-10 years old), divided into aided (Group 1) and unaided (Group 2) subgroups. The mean age of the participants was 8.58 ± 0.99 years. The groups were matched according to grade and gender. Following the completion of the information form, assessments included acoustic immittance, otoacoustic emissions, pure-tone audiometry, speech audiometry, the spectral-temporally modulated ripple test (SMRT), and the Turkish matrix sentence test (TURMatrix) with an adaptive protocol.RESULTSStatistically significant differences were observed among the three groups for hearing averages (HAs), speech recognition thresholds (SRTs), speech discrimination scores (SDSs), TURMatrix scores, and SMRT scores, with Group 3 performing better (p < .05). However, no significant differences were found between Groups 1 and 2 in any of these measures, including HA, SRT, SDS, TURMatrix, and SMRT (p > .05). Within Group 1, significant differences were observed between the aided and unaided conditions in HA, SRT, and SDS values measured both under headphones and in the free field, with better results obtained in the aided condition (p < .05). Similarly, TURMatrix scores were significantly higher when tested with hearing aids (p < .05).CONCLUSIONSThese findings underscore that even mild hearing loss can negatively affect key auditory processes in children and demonstrate that hearing aids provide measurable benefits, particularly in noisy listening environments. Amplification can play a critical role in supporting auditory development and communication outcomes in this population. Further longitudinal studies are needed to examine the long-term benefits of hearing aid use in this population.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"26 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147751321","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":"The Dignity of Children as the Foundation of Children's Rights and Speech-Language Pathology Practice.","authors":"Jane McCormack","doi":"10.1044/2026_lshss-25-00198","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00198","url":null,"abstract":"PURPOSEThe speech-language pathology profession strongly supports human rights. The Preamble to the Convention on the Rights of the Child provides the profession with a justification for doing so; to uphold the worth or inherent dignity of humans, specifically of children. Further reference to children's dignity is made throughout the Convention, including in Article 23 (Children With Disability). This paper explores why dignity is foundational to human rights and to our work as speech-language pathologists.METHODThe concept of dignity is explored in philosophical and health research. The connection between dignity, ethics, holistic, and person-centered practice is discussed.RESULTSDignity means value or worth. Upholding children's dignity means recognizing the worth of children, which is intrinsic, not dependent on any feature or skill, and which cannot be taken away. Speech-language pathologists have a role to play in upholding and promoting this dignity.CONCLUSIONSpeech-language pathology may benefit from a move toward a model that promotes dignity as the goal of pediatric practice.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-5"},"PeriodicalIF":2.4,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744144","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":"Examining Relationships Between Caregiver Concerns and Family and Child Characteristics in Kindergarten Children at Risk for Language and Literacy Disorders.","authors":"Melissa C Phelan,Katharine M Radville,Julie A Wolter,Crystle N Alonzo,Sarah Floyd,Jessie Ricketts,Coille A Putman,Tiffany P Hogan","doi":"10.1044/2026_lshss-25-00159","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00159","url":null,"abstract":"PURPOSEIdentification of children with language impairments often relies on caregivers raising concerns. However, caregivers may find it difficult to identify language impairment. This study examined how child and family characteristics were related to the likelihood that caregivers reported concerns about oral language and literacy to understand the possible underlying factors influencing identification.METHODIn a larger longitudinal study, kindergarten children (N = 385) completed a battery of oral language and literacy assessments. The caregivers completed a questionnaire including demographic information (e.g., caregiver education level) and reported concerns in the areas of oral language, literacy, speech, and attention/memory. We used two multiple logistic regressions to evaluate the predictors of caregivers' concern about (a) oral language and (b) literacy.RESULTSAmong the children with language difficulties, less than 40% of caregivers reported oral language concerns. Among the children with word reading difficulty, just over half of the caregivers reported literacy concerns. Oral language scores and attention concerns were significant predictors of caregivers' oral language concerns. Word reading scores, caregiver education, speech concerns, and attention concerns were significant predictors of literacy concern.CONCLUSIONSAlthough interpretations of caregivers' concerns may vary according to our provided checklist, these concerns appear to be meaningful indicators of child language and literacy difficulties. These difficulties-particularly in oral language-often go unrecognized. Our findings underscore the need for universal language screening in early education and expanded caregiver education regarding language impairment. Relying solely on caregiver concern may lead to missing children in need of services.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744174","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":"Exploring Language Comprehension Curriculum Implementation for Speech-Language Pathologists Serving Elementary Students With Language and Literacy Difficulties.","authors":"Hannah Hudson","doi":"10.1044/2026_lshss-25-00167","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00167","url":null,"abstract":"PURPOSEThis study aimed to investigate how speech-language pathologists (SLPs) implement language comprehension curriculums (LCCs) in elementary school settings, particularly for students with language and literacy difficulties. It addressed questions related to current usage, perceived barriers, misconceptions, and factors influencing adoption of LCCs, with the goal of informing future strategies for improving language and reading comprehension outcomes.METHODA survey study was conducted with 83 participants, including 77 certified SLPs and six clinical fellows, recruited through professional networks and online platforms. The survey, administered via Qualtrics, included both quantitative and qualitative items assessing awareness, usage, barriers, and attitudes toward LCCs. Content analysis and descriptive statistics were used to analyze responses, and data were visualized using R.RESULTSFindings revealed limited awareness and use of LCCs among SLPs, with significant barriers including lack of training, time constraints, and systemic challenges. SLPs' misconceptions and their role in implementation were also identified. Despite these challenges, participants expressed interest in future research and recognized the potential benefits of LCCs for managing caseloads and supporting students with language and literacy difficulties.CONCLUSIONSThe study highlights a critical gap in the implementation of LCCs by SLPs and underscores the need for future quantitative studies and targeted professional development and systemic support in this area. Results support the need for further research that investigates the effectiveness of SLPs using LCCs in individualized and small-group settings, particularly for students with suspected, or diagnosed, language and literacy disabilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.31975221.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"68 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147731535","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":"Statistical Learning in Dynamic Assessment to Identify Developmental Language Disorder in Spanish-English-Speaking Preschoolers: A Feasibility Study.","authors":"Sarah Lynn Neiling,Mary Alt,Leah L Kapa","doi":"10.1044/2026_lshss-25-00141","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00141","url":null,"abstract":"BACKGROUNDThe current project was a prospective feasibility study using a dynamic assessment of statistical learning of a novel morpheme for the identification of developmental language disorder (DLD) in Spanish-English-speaking preschoolers. The aims were to (a) create a reliable dynamic assessment and (b) determine which elements of scoring yielded the highest classification accuracy.METHODSpanish-English bilinguals, aged 4;0-5;11 (years;months), who had no history of neurologic or other impairments were eligible (N = 18; 12 typically developing [TD], six with DLD). The data were collected from a convenience sample in Arizona. All participants were administered the dynamic assessment in English followed by the reference standard, the Bilingual English-Spanish Oral Screener, which determined the language status as DLD or TD.RESULTSThe dynamic assessment had high fidelity (M = 98%), and the child accuracy scores had high interrater reliability (M = 99%). However, the modifiability rating scale had moderate interrater reliability (ρ = .62). Receiver operator characteristic curves using Bayesian logistic regression and random forests were used to determine the area under the curve (AUC). The classification accuracy was compared for each scoring element. Combining the modifiability rating scales and the teaching phase score yielded the highest AUC (Bayesian AUC = .94, 95% CI [.81, 1.00]; random forest AUC = .87, 95% CI [.61, 1.00]) with fair sensitivity (83%) and good specificity (100%) for this sample.DISCUSSIONThe feasibility of the procedure and its potential for diagnostic accuracy were demonstrated. Conclusions are not broadly generalizable given the small sample size and case-control design, but the results merit further investigation. Modifiability rating scales should be adjusted, and both languages should be assessed in future studies.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"19 1","pages":"1-30"},"PeriodicalIF":2.4,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147731651","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":"Language Comprehension Disorders and Depressive and Anxious Symptoms: A Longitudinal Study From School Entry to Grade 9.","authors":"Stefan Kulakow,Kathrin Mahlau","doi":"10.1044/2026_lshss-25-00146","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00146","url":null,"abstract":"PURPOSEImpairments in language development are among the most common developmental disorders in childhood. Because language skills are of great importance for many different areas of life, especially for learning and psychosocial development, findings on the association between language problems and the experience of psychological stress are necessary. This study therefore aims to investigate the extent to which children with language comprehension problems at the start of school differ from children without language problems in terms of their psychological stress at the end of their school years. In addition, the effects of behavioral problems at the start of school on the mental health of students with language problems will be examined.METHODData of N = 488 primary school students in Germany are used to answer and evaluate these questions at three different measurement points: the start of school (T0), the end of the first school year (T1), and the end of the ninth grade (T2). It was possible to identify a subsample of n = 51 children who exhibited deficiencies in language comprehension at the first wave.RESULTSThe results show that children with problems in language development reported more depressive symptoms, manifest anxiety, and test anxiety at the end of their school career. In addition, various externalizing behavioral problems (including hyperactivity and problems with peers) were also found to be predictive of psychological stress.CONCLUSIONThis study highlights that students with impairments in language development are particularly vulnerable for maladaptive psychosocial development throughout primary and secondary education.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"20 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147695022","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":"Comparing English-Speaking Third- Through Sixth-Grade Students' Performances on Spoken and Written Cloze Morphological Awareness Tasks.","authors":"Victoria S Henbest,Kenn Apel","doi":"10.1044/2026_lshss-25-00153","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00153","url":null,"abstract":"PURPOSEMorphological awareness, the ability to consciously think about morphemes, plays an important role in literacy achievement. Historically, when measuring morphological awareness, researchers primarily have administered tasks in the spoken rather than written modality, and few have investigated the influence of modality on task performance. Thus, the purpose of this study was to determine whether performance on cloze morphological awareness tasks would be different for English-speaking third- through sixth-grade students depending on whether the task was administered in the spoken or written modality. We also analyzed whether performance on a written version explained unique variance on measures of word-level reading and spelling after controlling for receptive vocabulary and performance on the spoken morphological awareness task.METHODThird- through sixth-grade English-speaking students (n > 150 per grade) in the United States completed cloze tasks measuring their awareness of base words and their inflected or derived forms, as well as standardized measures of real word reading, decoding, spelling, and receptive vocabulary.RESULTSAcross each grade, students performed less well on the written compared to spoken morphological awareness tasks. Performance on the spoken version was related to at least one literacy skill at each grade, and performance on the written version significantly explained unique variance on all literacy measures for each grade beyond that of receptive vocabulary and performance on the spoken cloze morphological awareness task.CONCLUSIONFor children in the mid- to upper elementary grades, researchers and practitioners should consider including written morphological awareness measures, in addition to spoken morphological awareness tasks when aiming to capture the full range of morphological awareness skills needed for word-level literacy success.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"68 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147680502","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}