Language Speech and Hearing Services in Schools最新文献

{"title":"Unlocking Insights: Exploring the Profiles of School-Based Telefacilitators.","authors":"Hannah Douglass, Joneen Lowman, Zitsi Mirakhur","doi":"10.1044/2024_LSHSS-23-00193","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-23-00193","url":null,"abstract":"<p><strong>Purpose: </strong>School-based telefacilitators are critical yet underresearched members of telepractice programs. They are the face of the telepractice program and are often telepractice champions in their communities. However, we have little research explaining the typical profile of telefacilitators, making it more difficult to identify personnel characteristics that contribute to the implementation of sustainable telepractice programs. The purpose of this study was to describe the typical profile and preparation of school-based telefacilitators for physical, occupational, and speech therapy in the United States.</p><p><strong>Method: </strong>A cross-sectional survey gathered 21 telefacilitator responses about their primary job title, preparation, confidence, and basic demographics. Survey recruitment followed an adaptive sampling method with three phases: stratified random sampling, purposive sampling, and targeted convenience sampling. Results were analyzed using frequency counts and descriptive statistics where appropriate.</p><p><strong>Results: </strong>Most respondents held the primary job title of paraprofessional, but a diverse range of titles were reported, including superintendents and directors of special education. Half of the respondents received various methods of formal training for the role, whereas the other half were self-taught. Overall levels of confidence in job performance were high, yet self-taught telefacilitators felt that lack of training negatively impacted their performance. Most respondents had a bachelor's degree or higher.</p><p><strong>Conclusions: </strong>There is a high degree of variability in the profile and preparation of telefacilitators. Inconsistency in terminology and lack of agreed-upon job responsibilities are significant barriers to studying the role of telefacilitators and the ability to plan telepractice staffing needs adequately. Clinical implications and opportunities for future investigation are highlighted.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27115216.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376316","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":"Updates on Clinical Language Sampling Practices: A Survey of Speech-Language Pathologists Practicing in the United States.","authors":"Amy Wilder,Sean M Redmond","doi":"10.1044/2024_lshss-24-00035","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00035","url":null,"abstract":"PURPOSELanguage sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new LSA protocols, namely, the Sampling Utterances and Grammatical Analysis Revised (SUGAR) protocol and the Computerized Language Analysis KIDEVAL program.METHODSurvey data from SLPs practicing in the United States (N = 337) were used to examine rates of LSA use, methods, and protocols. Factors predicting LSA use and reported facilitators and barriers were also examined.RESULTSResults indicated that 60% of SLPs used LSA in the past year. LSA skill level, training, and serving preschool or elementary school children predicted LSA use, whereas workplace, caseload, and years of experience were not significant predictors. Most SLPs reported using self-designed LSA protocols (62%), followed by Systematic Analysis of Language Transcripts (23%) and SUGAR (12%) protocols. SLPs who did not use LSA reported limited time (74%), limited resources (59%), and limited expertise (41%) as barriers and identified additional training on LSA computer programs (52%) and access to automatic speech recognition programs (49%) as facilitators to their adoption of LSA.CONCLUSIONSReported rates of LSA use and methods were consistent with previous survey findings. This study's findings highlight the ongoing needs for more extensive preprofessional training in LSA.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246867","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":"Back to Normal or New Reality? How the COVID-19 Pandemic Continues to Influence School-Based Speech-Language Pathologists at the Start of the 2023-2024 School Year.","authors":"Lesley Sylvan,Madelyn Kwak,Madeleine Gouck,Erica Goldstein","doi":"10.1044/2024_lshss-24-00033","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00033","url":null,"abstract":"PURPOSEThe COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding of the continued impact of the pandemic among school-based speech-language pathologists (SLPs) at the onset of the 2023-2024 school year.METHODThis study involved a survey of 193 school-based SLPs between September and December 2023. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to how the pandemic influences both their direct work with students and how they approach and reflect on their own careers. Multiple efforts were made to ensure the credibility and trustworthiness of the analysis.RESULTSThis survey found that although many SLPs in public schools have largely returned to prepandemic practices, most perceived that the pandemic continues to influence their work in key ways. Specifically, survey responses highlighted the altered needs of students (e.g., social-emotional needs and academic gaps) as well as changes to how SLPs reflect on their careers as professionals serving communities.CONCLUSIONThe results of this study indicate that although the most obvious effects of the pandemic are no longer visible in schools (e.g., masking, distancing, relying on virtual services), the pandemic continues to make the work of school-based SLPs more challenging as they navigate the disconnect between the postpandemic demands of their work and prepandemic expectations, policies, and regulations.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231277","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 Pathologist Self-Efficacy and Job Satisfaction: Resources in Special Education Eligibility Decisions.","authors":"Anne C Reed,Kelly Farquharson","doi":"10.1044/2024_lshss-23-00195","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00195","url":null,"abstract":"PURPOSESituated within the conservation of resources theory, this study sought to understand how resources such as self-efficacy, job satisfaction, caseload size, and geographic location influence the number of data sources used by school-based speech-language pathologists (SLPs) to determine eligibility.METHODUsing a cross-sectional descriptive design, 665 school-based SLPs from the United States reported professional demographics, workload, and assessment/eligibility characteristics, as well as levels of job satisfaction and self-efficacy. Multiple regression was used to examine the effects of self-efficacy, job satisfaction, caseload size, and geographic location on the number of data sources used in eligibility decision making and to examine the effects of caseload size and job satisfaction resources on SLP self-efficacy.RESULTSSLPs, on average, reported using 7.98 data sources to support eligibility determinations. Standardized tests, conversation samples, and review of records were most used, and literacy assessments were used least. Results of multiple regression models indicate that SLPs with higher self-efficacy scores reported using significantly more data sources and that SLPs with higher job satisfaction indicated significantly higher self-efficacy.CONCLUSIONSThis study affirms self-efficacy as a strong resource for school-based SLPs and that it is, in fact, related to the number of data sources used in eligibility decisions. Limited literacy assessment was reported, despite the SLP's critical role in an educational setting. Job satisfaction as a predictor of self-efficacy and self-efficacy, in turn, as a predictor of data sources underscore the need for SLPs to advocate for work conditions that support their work.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171315","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":"Investigating Task Persistence in Preschool Children With Developmental Language Disorder.","authors":"Madison Formanek, Tammie J Spaulding","doi":"10.1044/2024_LSHSS-23-00196","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-23-00196","url":null,"abstract":"<p><strong>Purpose: </strong>The present study was designed to investigate persistence in preschool children with developmental language disorder (DLD) compared to similar-age peers with typical language (TL) on tasks designed to be moderately challenging, yet equivalent in difficulty for both groups.</p><p><strong>Method: </strong>Sixteen preschool-age children with DLD were matched to 16 children with TL based on chronological age, biological sex, and maternal education. The children completed two play-based tasks that were designed to elicit some success but impossible to complete. Task persistence was measured by the total time spent attempting to complete each unachievable task.</p><p><strong>Results: </strong>Despite equivalent task difficulty for both groups, the children with DLD exhibited less persistence than the TL group. This reduced persistence behavior on the part of the DLD group was a generalized and not a task-specific response.</p><p><strong>Conclusions: </strong>Despite experiencing the same degree of success on moderately challenging play-based tasks, the children in the DLD group exhibited reduced task persistence relative to the TL group. Potential implications for reduced persistence for children with DLD are discussed.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114779","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":"Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers.","authors":"Katharine M Radville, Danika L Pfeiffer, KaRynn Sheranian, Julie Wolter, Jessie Ricketts, Tiffany P Hogan","doi":"10.1044/2024_LSHSS-23-00181","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-23-00181","url":null,"abstract":"<p><strong>Purpose: </strong>Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers.</p><p><strong>Method: </strong>A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (<i>n</i> = 23) and caregivers of TD children (<i>n</i> = 22).</p><p><strong>Results: </strong>Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors.</p><p><strong>Conclusions: </strong>Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728301","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-in-Noise and Dichotic Auditory Training Students With Autism Spectrum Disorder.","authors":"Lauren Mathews, Erin C Schafer, Kamakshi V Gopal, Boji Lam, Sharon Miller","doi":"10.1044/2024_LSHSS-23-00168","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-23-00168","url":null,"abstract":"<p><strong>Purpose: </strong>Individuals diagnosed with autism spectrum disorder (ASD) often exhibit auditory processing issues, including poor speech recognition in background noise and dichotic processing (integration of different stimuli presented to the two ears). Auditory training could mitigate these auditory difficulties. However, few auditory training programs have been designed to target specific listening deficits for students with ASD. The present study summarizes the development of an innovative, one-on-one, clinician-developed speech-in-noise (SIN) training program that has not been previously described and an existing dichotic auditory training program to address common auditory processing deficits in students with ASD.</p><p><strong>Method: </strong>Twenty verbal students with ASD, ages 7-17 years, completed a one-on-one, clinician-developed SIN training program and a commercially available dichotic training program 2-3 times a week (30-45 min per session) for 12 weeks. Maximum and minimum training levels from the SIN and dichotic training programs were analyzed statistically to document changes in training level over the training period.</p><p><strong>Results: </strong>Analyses of the pre- and posttraining data revealed significant improvements in training level for both the SIN and dichotic training programs.</p><p><strong>Conclusions: </strong>Overall, the proposed SIN training resulted in significant improvements in training level and may be used along with dichotic training to improve some of the most common auditory processing issues documented in verbal individuals with ASD requiring minimal support. Both types of auditory training may be implemented in one-on-one therapy in clinics and in the schools.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621779","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":"Growth of Complex Syntax: Coordinate and Subordinate Clause Use in Elementary School-Aged Children.","authors":"Robert E Owens, Stacey L Pavelko, Debbie Hahs-Vaughn","doi":"10.1044/2024_LSHSS-23-00102","DOIUrl":"10.1044/2024_LSHSS-23-00102","url":null,"abstract":"<p><strong>Purpose: </strong>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.</p><p><strong>Method: </strong>The analytic sample included 196 children with typical language development, who ranged in age from 5;0 to 10;11 (years;months; girls = 103; boys = 96; three cases were excluded). Fifty-utterance conversational language samples were examined for use of coordinate and subordinate clauses.</p><p><strong>Results: </strong>Results of regression analyses indicated that the production of coordinate and subordinate clauses could be predicted from age. The proportion of utterances that included subordinate clauses increased 0.20% for every month increase in age (<i>p</i> < .001). Coordinate clauses also continued to grow, although at a slower rate (0.10% increase for every month increase in age, <i>p</i> < .001). Finally, the proportion of simple utterances (i.e., utterances without coordinate or subordinate clauses) decreased with age (0.40% decrease for every month increase in age, <i>p</i> < .001).</p><p><strong>Conclusions: </strong>This study indicated that as children's age increased, they used fewer, simple, one-clause sentences and more utterances that included subordinate clauses, with or without coordinate clauses. These results were obtained from 50-utterance language samples, further supporting use of language sampling to develop intervention goals and monitor progress in therapy.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25262725.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139998306","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 Efficacy of <i>Story Champs</i> for Improving Oral Language in Third-Grade Spanish-English Bilingual Students With Developmental Language Disorder.","authors":"R J Risueño, Shelley Gray, Savannah Romeo","doi":"10.1044/2024_LSHSS-23-00121","DOIUrl":"10.1044/2024_LSHSS-23-00121","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the efficacy of <i>Story Champs</i> for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD).</p><p><strong>Method: </strong>We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions per week. Maintenance sessions were conducted 1, 2, and 4 weeks postintervention. Participants were explicitly taught story grammar elements, causal and temporal connections, and modifiers within story retells and personal narratives. Dependent variables were story grammar, grammatical complexity, modifiers and listening comprehension within story retells, and story grammar and grammatical complexity within personal narratives. Outcome measures were assessed at the end of every baseline, intervention, and maintenance session using the Narrative Language Measures-Listening (NLM-L).</p><p><strong>Results: </strong>Visual analyses for outcome measures suggested slight increases in scores on the NLM-L during intervention accompanied by marked variability. Within-case analyses of story retell performance suggested an intervention effect on story grammar for two participants and on grammatical complexity and modifier use for one participant. For personal narratives, within-case analyses of personal narrative performance suggested an intervention effect on story grammar for one participant.</p><p><strong>Conclusions: </strong>Overall, <i>Story Champs</i> demonstrated efficacy for improving story grammar use in story retells for three out of four participants. It did not show efficacy for improving grammatical complexity, modifier use, or listening comprehension within story retells, nor did it show efficacy for improving story grammar and grammatical complexity within personal narratives.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26053033.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433276","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":"Acceptability of Racial Microaggressions From the Perspective of Speech-Language Pathology Students.","authors":"Geoffrey A Coalson, Skyller Castello, Kia N Johnson, Janna B Oetting, Eileen Haebig","doi":"10.1044/2024_LSHSS-23-00106","DOIUrl":"10.1044/2024_LSHSS-23-00106","url":null,"abstract":"<p><strong>Purpose: </strong>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. people of color [POC]).</p><p><strong>Method: </strong>Fifty-nine students (72% White, 28% POC) currently enrolled in a speech-language pathology program voluntarily completed the Acceptability of Racial Microaggressions Scale via an online Qualtrics survey.</p><p><strong>Results: </strong>Although 70% of the student ratings classified the microaggressive statements as unacceptable, 30% of their ratings classified the statements as either (a) acceptable or (b) neither acceptable nor unacceptable. Although both groups of students rated the majority of statements as unacceptable, students who self-identified as White rated more statements as acceptable than students who self-identified as POC.</p><p><strong>Conclusions: </strong>Findings indicating relatively high rejection of microaggressive statements by speech-language pathology students are promising. However, responses were not uniform, and a nontrivial proportion of responses provided by speech-language pathology students reflected passivity toward or active endorsement of microaggressive statements.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140866146","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}