Language Speech and Hearing Services in Schools最新文献

{"title":"Examining the Social Validity of Sketch and Speak Expository Intervention for Adolescent Students, Their Parents, and Their Speech-Language Pathologists.","authors":"Amy K Peterson,Teresa Ukrainetz","doi":"10.1044/2025_lshss-24-00079","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00079","url":null,"abstract":"PURPOSEThis study explores the social validity of an expository note-taking and oral practice intervention, Sketch and Speak, for high school students with language-related learning disabilities (LLDs), their parents, and their high school speech-language pathologists (SLPs) after instruction via telepractice. The main study is reported in Peterson and Ukrainetz (2023). This report provides an additional in-depth analysis of participant perceptions.METHODThree adolescents with LLDs entering ninth grade participated in this study. Data were collected from invested groups with pre-/post-intervention social validity questionnaires and post-intervention semistructured interviews. The interviews included brief video demonstrations of student performance in treatment. For the adolescents and their parents, Likert scale responses and open-ended question responses were analyzed qualitatively through content analysis. SLP interview responses were analyzed qualitatively using thematic analysis.RESULTSContent analysis of the student responses indicated potential independent use of strategies in school activities. Student self-ratings of learning behaviors did not change noticeably from pre- to post-intervention. Parents spoke about improvements in their children's overall learning confidence. The SLP responses revealed three main themes about potential clinical use: buy-in, barriers to implementation, and generalizability. All three participant groups shared perceptions of increased student confidence and ownership of learned materials.CONCLUSIONThis preliminary exploration suggests that Sketch and Speak may be a socially valid and academically useful intervention for adolescents in high school, even when delivered via telepractice.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"35 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893079","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":"Fill in the Blank: English Morphosyntax Production in Matched Bilingual Groups.","authors":"Akinjide Famoyegun,Giang T Pham,Lisa M Bedore,Elizabeth D Peña","doi":"10.1044/2025_lshss-24-00129","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00129","url":null,"abstract":"PURPOSEThis study compared English grammatical performance of bilingual school-age children who spoke either Spanish or Vietnamese at home, focusing on their first-language influence on the acquisition of 13 English grammatical forms.METHODScores from 30 children on a cloze task were analyzed for accuracy, developmental patterns, and error types. Pairwise matching was used to match individual Vietnamese and Spanish bilinguals on age and English experience. Caregivers rated language ability and daily use of the home language and English.RESULTSHigher grammatical accuracy across groups was associated with older age and higher caregiver ratings of children's language ability. Groups showed similar patterns on some grammatical forms (e.g., higher accuracy on plurals than irregular past), consistent with previously reported developmental patterns of monolingual English-speaking children. Differences in other patterns were related to first-language influence. For example, phonological constraints of Vietnamese (e.g., no word-final /s/), led to lower accuracy in English forms requiring such sounds.CONCLUSIONSEnglish grammatical performance in bilinguals can reflect both general developmental patterns and first-language influence. As bilingual children may rely on linguistic cues specific to their first language, classroom instruction can be adjusted to be more culturally and linguistically responsive.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"5 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876428","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 Pathologists' Perspectives on Language Assessment in Bilingual Children.","authors":"Michelle Hernandez,Katrina Fulcher-Rood,Anny Castilla-Earls","doi":"10.1044/2025_lshss-24-00145","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00145","url":null,"abstract":"PURPOSEThis study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders.METHODPhone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale and the integration of assessment data to determine diagnosis and treatment eligibility.RESULTSThe results of this study suggest that SLPs use a combination of norm-referenced and informal assessments when evaluating bilingual children. Informal measures, such as parent/teacher interviews and language sampling, were relied upon for diagnostic decisions, contrasting with the emphasis on norm-referenced testing observed in previous research. District policies and guidelines influenced norm-referenced assessments. Informal tools were used to capture natural language use, provide a comprehensive view of bilingual abilities, and gather detailed case histories.CONCLUSIONSSchool-based SLPs integrate norm-referenced and informal measures in their bilingual assessment practices, with a notable reliance on informal assessments for diagnostic decision making. This approach contrasts with the reliance on norm-referenced measures typically observed in monolingual assessment practices, reflecting SLPs' potential recognition of limitations and biases in norm-referenced tests when used with bilingual children. The findings suggest that SLPs are aware of and use culturally sensitive diagnostic practices.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"37 1","pages":"1-20"},"PeriodicalIF":2.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819236","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 Effect of Performance Feedback on the Implementation Fidelity of Narrative Mediated Learning Sessions by School-Based Speech-Language Pathologists.","authors":"Wendy R Meyer, Maria D Resendiz, Elizabeth D Peña","doi":"10.1044/2025_LSHSS-24-00065","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00065","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was twofold: (a) to gather evidence about the efficacy of performance feedback for improving school-based speech-language pathologist (SLP) narrative mediated learning implementation fidelity and (b) to determine SLPs' knowledge and attitudes about dynamic assessment (DA).</p><p><strong>Method: </strong>This investigation used a single-subject case design with baseline, intervention, and generalization phases. Participants were three elementary school SLPs who each conducted 13 DA sessions over 4 days. Data were collected on the number of mediated learning experience (MLE) procedures completed per session. The independent variable included training and performance feedback. During the intervention phase, clinicians received performance feedback using a fidelity rubric. In the generalization phase, each clinician was observed conducting three DA sessions to determine if fidelity to the rubric was maintained.</p><p><strong>Results: </strong>All three clinicians demonstrated immediate, significant improvement when performance feedback was introduced. This was evidenced by all intervention phase data points for each clinician falling outside the baseline 2-<i>SD</i> band. Two clinicians maintained MLE procedural fidelity with 0% nonoverlapping data between the intervention and generalization phases.</p><p><strong>Conclusions: </strong>Performance feedback using a fidelity rubric is an effective intervention for improving narrative MLE procedures and fidelity. The training, feedback, and experience gained by the participants shifted their perspectives about DA and its utility as an evaluation tool for culturally and linguistically diverse students.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812849","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":"Supporting Speech-Language Pathologists in Schools With Interdisciplinary Team Science: A Viewpoint From the National Artificial Intelligence Institute for Exceptional Education.","authors":"Carol A Miller, Hedda Meadan, Abbie Olszewski, Julie A Kientz, Jinjun Xiong","doi":"10.1044/2025_LSHSS-24-00113","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00113","url":null,"abstract":"<p><strong>Purpose: </strong>Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses a challenging problem for CSD practitioners: meeting the needs of young children with speech and language disabilities for screening and intervention using artificial intelligence-augmented technologies.</p><p><strong>Method: </strong>The article draws from the research literature on the science of team science to describe common challenges faced by interdisciplinary teams and recommended practices to resolve the challenges. Throughout, we provide examples from the National Artificial Intelligence Institute for Exceptional Education to illustrate team science challenges and how they can be addressed.</p><p><strong>Conclusions: </strong>Readers are encouraged to embrace interdisciplinary teamwork to advance the science of CSD. We recommend seeking out training in team science, advocating for professional development opportunities, and institutional support for team science to maximize its benefits for the field.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-8"},"PeriodicalIF":2.2,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804725","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":"School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.","authors":"Danika L Pfeiffer, Michelle McOsker, Erin Stehle Wallace","doi":"10.1044/2025_LSHSS-24-00095","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00095","url":null,"abstract":"<p><strong>Purpose: </strong>This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers.</p><p><strong>Method: </strong>The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies.</p><p><strong>Results: </strong>One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support.</p><p><strong>Conclusions: </strong>Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-21"},"PeriodicalIF":2.2,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784512","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":"Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention.","authors":"Elizabeth E Biggs, Erin C Turner, Emily Elchos, Emilee Spann, Kendra E Scotti","doi":"10.1044/2025_LSHSS-24-00092","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00092","url":null,"abstract":"<p><strong>Purpose: </strong>Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention.</p><p><strong>Method: </strong>A single-case, multiple-baseline across-strategies design was used to evaluate whether an initial teaching session paired with coaching was effective to teach peers responsive interaction strategies that incorporated aided augmentative and alternative communication. Participants were two elementary-aged autistic students who were minimally speaking, four peers, and their educational team members.</p><p><strong>Results: </strong>The initial teaching paired with coaching was effective in teaching peers the three responsive interaction strategies called the <i>Ways to Talk and Play</i>. Additionally, the nature of interactions changed in beneficial ways when peers learned the <i>Ways to Talk and Play</i>. The strategies were viewed favorably by students with autism, peers, and educational team members.</p><p><strong>Conclusion: </strong>School teams can use intervention models such as this to improve outcomes for minimally speaking students with autism by equipping peers as responsive communication and play partners.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28629023.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-17"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733093","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":"Teaching Chinese Phonetic Radicals Enhances Reading Fluency in Chinese-Speaking Children With Hearing Loss.","authors":"Boquan Liu, Jinwei Lan","doi":"10.1044/2025_LSHSS-24-00077","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00077","url":null,"abstract":"<p><strong>Purpose: </strong>Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading fluency.</p><p><strong>Method: </strong>Forty-eight children with HL participated in the study and were divided into two groups. The experimental group received specialized training in Chinese phonetic radicals, while the control group did not. The changes in reading fluency between the pretest and posttest were compared by statistical analysis between the two groups.</p><p><strong>Results: </strong>The control group, which did not receive the specialized training in Chinese phonetic radicals, showed no significant difference in reading fluency between the pretest and posttest. In contrast, the experimental group demonstrated a significant improvement in reading fluency in the posttest after receiving the specialized training.</p><p><strong>Conclusion: </strong>Utilizing the unique phonetic, semantic, and visual integration of Chinese characters, specialized training in Chinese phonetic radicals can significantly enhance the reading fluency of Chinese-speaking children with HL.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-8"},"PeriodicalIF":2.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733087","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 Effect of an Expository Intervention on Strategy Use and Oral Expression of Informational Texts for Adolescents With Learning Disabilities.","authors":"Teresa A Ukrainetz, Amy K Peterson, Alisa Konishi-Therkildsen, Camryn Lettich, Kiersten Harper","doi":"10.1044/2024_LSHSS-24-00087","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-24-00087","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigated the effect of an expository strategy intervention called <i>Sketch and Speak</i> on strategy use and oral reporting of informational texts for students with language-learning disabilities (LLD).</p><p><strong>Method: </strong>Four adolescents with LLD participated in a single-case multiple-baseline-across-participants treatment experiment. Ten individual treatment sessions involved shared reading of an informational article, identifying important or interesting ideas to remember, making pictographic or bulleted notes paired with oral sentence formulation and rehearsal, and orally rehearsing the final full report. Following each baseline and treatment session, participants had an opportunity to review their notes and then gave a free-recall oral report and answered content and strategy awareness questions. Pre/post measures of independent strategy use and oral reporting were also administered.</p><p><strong>Results: </strong>All participants learned pictography and improved their written notes, strategy awareness, and quality of oral reports compared to baseline. Three participants improved their independent note-taking, oral reports, and strategy awareness on proximal tasks. One participant showed independent oral rehearsal within treatment and on the proximal transfer task. In the distal independence task, all the participants showed some improvement in planning notes format but none for explanations of a familiar sport/game. One participant used pictography for any task in which there was a choice of notation format.</p><p><strong>Conclusions: </strong><i>Sketch and Speak</i> provides an effective set of teaching strategies to improve informational oral reporting for older students with LLD. Students may generalize improved note-taking as a learning strategy to similar tasks, but independent oral rehearsal is more difficult to obtain.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-30"},"PeriodicalIF":2.2,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625814","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":"Impact of Preschool Hearing Screening in Low-Income Communities: Program Outcomes and Caregiver Perspectives.","authors":"Tara Odendaal, Talita le Roux, De Wet Swanepoel","doi":"10.1044/2024_LSHSS-24-00070","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-24-00070","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to describe the impact of a preschool hearing screening program in a low- and middle-income country (LMIC) in terms of referral outcomes and caregiver perspectives.</p><p><strong>Method: </strong>This study included two components. First, a review of outcomes from a large-scale community-based hearing screening program, facilitated by community health workers (CHWs), for preschool children who failed their hearing screening. Second, telephonic surveys were conducted with (a) 25 caregivers whose children attended follow-up appointments and were diagnosed with hearing loss and (b) 33 caregivers whose children did not attend follow-up appointments.</p><p><strong>Results: </strong>Over 21 months, 13,322 children underwent hearing screening, with an initial referral rate of 6% (809). Follow-up tests at preschools covered 86.2% (697) of children who failed the initial hearing screening, of whom 47.8% (387) presented with hearing loss and were referred for further evaluation. Among the 190 attending follow-up appointments, 54.8% (104) were diagnosed with hearing loss. Of these, 71.1% (74) had conductive hearing loss, 12.5% (13) had sensorineural hearing loss, and 13.5% (14) had mixed hearing loss. Caregivers strongly supported (96%) community-based hearing screening for preschool-aged children. Notably, attendance varied significantly between preschool rescreenings (86.2%) and health care facility follow-up appointments (49.1%). Caregivers highlighted barriers to attend hearing services including work commitments, long waiting times at health care facilities, miscommunication about referrals and appointments, relocations, and COVID-19 appointment cancellations.</p><p><strong>Conclusions: </strong>This study highlights the effectiveness of community-based hearing screenings in LMICs, led by CHWs. It emphasizes strong caregiver support and the importance of culturally relevant communication. Challenges in follow-up attendance persist, emphasizing the need for improved accessibility and communication within health care systems. Prioritizing caregiver concerns and promoting culturally sensitive education are essential for improving outcomes.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28462613.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-17"},"PeriodicalIF":2.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607038","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}