Language Speech and Hearing Services in Schools最新文献

Using the Multilingual Assessment Instrument for Narratives for Evaluating Language Skills in Mandarin-Speaking Children at Early School Ages: Initial Validity. 运用多语叙事评价工具评价普通话幼儿语言技能：初步效度。

IF 2.2 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-11 DOI: 10.1044/2025_LSHSS-24-00150

Huei-Mei Liu, Chia-Yun Hsu, Chung-Lun Tsai, Linda Spencer, Brian Weiler, Ling-Yu Guo

{"title":"Using the Multilingual Assessment Instrument for Narratives for Evaluating Language Skills in Mandarin-Speaking Children at Early School Ages: Initial Validity.","authors":"Huei-Mei Liu, Chia-Yun Hsu, Chung-Lun Tsai, Linda Spencer, Brian Weiler, Ling-Yu Guo","doi":"10.1044/2025_LSHSS-24-00150","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00150","url":null,"abstract":"Purpose: Using a longitudinal design, the present study evaluated the utility of the picture sequences in the Multilingual Assessment Instrument for Narratives (MAIN) for assessing Mandarin-speaking children's narrative skills from kindergarten through Grade 2 in Taiwan.Method: Participants were 27 children with typical language (TL) and 22 with developmental language disorder (DLD) from Taiwan. They were followed up from kindergarten through Grade 2 in approximately 12-month intervals. At each time point, children were administered a norm-referenced, standardized language test and completed both story retell and story generation tasks based on two picture sequences from MAIN. Performance on the narrative tasks was assessed using measures of macrostructure (i.e., story structure complexity) and microstructure (i.e., number of different words, mean length of communication units [C-units], percent grammatical C-units).Results: All target measures showed significant developmental changes and differences between the TL and DLD groups. Correlations between the story retell and generation tasks on each measure were significant across grade levels. In addition, correlations between the target narrative measures and language scores from the tests were mostly significant in both elicitation methods at kindergarten and Grade 1, although the correlations were less robust at Grade 2.Conclusions: Narrative measures derived from the MAIN picture sequences, using story retell and generation tasks, may effectively reflect language skills of Mandarin-speaking children in Taiwan from kindergarten to Grade 2. However, caution is warranted when interpreting results at Grade 2 due to reduced correlations between narrative measures and standardized test language scores.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-18"},"PeriodicalIF":2.2,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144612413","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}

引用次数: 0

Introduction to the Forum: Changemakers Igniting Innovation. 论坛简介：变革者点燃创新。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-11 DOI: 10.1044/2025_lshss-25-00077

Shari L DeVeney,Christina Pelatti

引用次数: 0

The Invisible Workload of School-Based Speech-Language Pathologists Who Identify as Overwhelmed: A Grounded Theory Study. 校本言语语言病理学家的隐性工作量：一项有根据的理论研究。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-11 DOI: 10.1044/2025_lshss-24-00098

Phương Liên Palafox,Tobias A Kroll,Makinna Morgan

{"title":"The Invisible Workload of School-Based Speech-Language Pathologists Who Identify as Overwhelmed: A Grounded Theory Study.","authors":"Phương Liên Palafox,Tobias A Kroll,Makinna Morgan","doi":"10.1044/2025_lshss-24-00098","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00098","url":null,"abstract":"PURPOSEThis qualitative study investigated the lived experience of school-based speech-language pathologists (SLPs) who self-identify as overwhelmed. The goal was to devise a formal explanation of the reasons for such overwhelm.METHODSeven elementary and five secondary school SLPs in two separate focus groups discussed the following questions: (a) How are you advocating for your needs as an SLP? (b) Do you know how to advocate for yourself? (c) How confident are you in advocating for your needs? (d) Do you feel safe to advocate for your needs? Data were analyzed according to the tenets of grounded theory, resulting in a formal theoretical model.RESULTSParticipants indicated an invisible workload for school-based SLPs consisting of three major factors. One, involved parties (teachers, administrators, parents, etc.) do not understand SLPs' roles and responsibilities; as a result, SLPs have to advocate for themselves relentlessly. Two, organizational structure all but ensures that their advocacy is unsuccessful. Three, SLP culture, consisting of perfectionism and a tendency to lack boundaries, exacerbates the situation. A mitigating factor was also identified. SLPs who set boundaries firmly and advocate collectively fare better than SLPs who do not. However, even they are often ineffectual in the face of structural barriers.CONCLUSIONSResults indicated a direction for future research. A survey instrument that captures the dimensions of SLP overwhelm identified in this study should be deployed to assess the prevalence and severity of these issues. Also, it is argued that top-down action by systems-level players is paramount to addressing school-based SLP overwhelm.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"28 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611485","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}

引用次数: 0

Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language. 幼儿园早期阅读与语言动态评价的发展与验证。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-10 DOI: 10.1044/2025_lshss-24-00078

Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim

{"title":"Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.","authors":"Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim","doi":"10.1044/2025_lshss-24-00078","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00078","url":null,"abstract":"PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"22 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603423","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}

引用次数: 0

"It's a Lot of Collaboration": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication. “这是大量的合作”：相关服务提供商支持识字教学的学习者谁使用增强和替代交流。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-10 DOI: 10.1044/2025_lshss-24-00034

Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano

{"title":"\"It's a Lot of Collaboration\": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.","authors":"Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano","doi":"10.1044/2025_lshss-24-00034","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00034","url":null,"abstract":"PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"109 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603671","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}

引用次数: 0

Validity and Reliability of the Stuttering Severity Instrument-Fourth Edition for School-Aged Children and Adult Arabic-Speaking People Who Stutter. 口吃严重程度量表第四版对学龄儿童和成年阿拉伯语口吃者的效度和信度。

IF 2.2 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-03 DOI: 10.1044/2025_LSHSS-25-00021

Mazin T Alqhazo, Tha'er Al-Kadi, Firas S Alfwaress

{"title":"Validity and Reliability of the Stuttering Severity Instrument-Fourth Edition for School-Aged Children and Adult Arabic-Speaking People Who Stutter.","authors":"Mazin T Alqhazo, Tha'er Al-Kadi, Firas S Alfwaress","doi":"10.1044/2025_LSHSS-25-00021","DOIUrl":"10.1044/2025_LSHSS-25-00021","url":null,"abstract":"Purpose: The Stuttering Severity Instrument-Fourth Edition (SSI-4) is unavailable in Arabic language. The purpose of the current research is to translate the SSI-4 (Riley, 2009) into Arabic and to discuss its validity, as well as its intrajudge and interjudge reliability.Method: Archived videos of 28 school-aged children who stutter ranged in age from 8 to 16 years (M = 10.5, SD = 3.5) and 11 adults who stutter ranged in age from 19 to 22 years (M = 20.4, SD = 0.9) were assessed using a translated version of the SSI-4 by 10 graduate students in speech-language pathology. The 10 raters evaluated the speech samples for the cases using the translated versions at Time 1 and Time 2 (2 weeks apart). The validity of the scale was assessed using Pearson correlation coefficients, while intrajudge and interjudge reliability was assessed using intraclass correlation coefficients.Results: The results showed that the subscales of the SSI (frequency, duration, and physical features) were valid items. For reliability, the results revealed that the interjudge reliability values for both school-aged children and adults who stutter in all the items of the scale were less than 80%, whereas the intrajudge agreement was higher than 80% for all the items of the SSI-4 for both children and adults.Conclusion: In conclusion, the Arabic version of SSI-4 requires more data to assess its reliability before recommending its clinical use in Arabic-speaking communities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-13"},"PeriodicalIF":2.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561973","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}

引用次数: 0

A Qualitative Exploration of Support Groups for Parents of Children With Developmental Language Disorder. 发展性语言障碍儿童父母支持团体的质性探索。

IF 2.2 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-03 DOI: 10.1044/2025_LSHSS-24-00118

Maura K O'Fallon, Oluwakemi Jacobs, Emily Rulewicz, Tyler Christopulos, Sarah L Curtiss, Amanda Owen Van Horne

{"title":"A Qualitative Exploration of Support Groups for Parents of Children With Developmental Language Disorder.","authors":"Maura K O'Fallon, Oluwakemi Jacobs, Emily Rulewicz, Tyler Christopulos, Sarah L Curtiss, Amanda Owen Van Horne","doi":"10.1044/2025_LSHSS-24-00118","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00118","url":null,"abstract":"Purpose: Parents of children with developmental language disorder (DLD) have unique support needs. While support groups have a strong evidence base, they have not been adapted for use with this population. Our goal was to explore support needs among parents of children with DLD and their perspectives on participating in a support group.Method: We conducted semistructured interviews with 12 caregivers of children with DLD. We asked questions about existing support needs, coping strategies, and hypothetical participation in a support group. Systematic text condensation was used to identify themes and subthemes within parent responses.Results: Participants reported that systemic issues (e.g., Individualized Education Program processes, insurance coverage) hindered their ability to access evaluation and treatment services for their child. They also reported informational needs, such as wanting to know more about DLD, and challenges locating trustworthy resources. Emotional support needs included mental health challenges, as well as feelings of isolation and guilt. Finally, participants expressed interest in joining support groups and identified ways in which attendance would address emotional and informational needs.Conclusions: Within our sample, participants were dissatisfied with practices in evaluation and treatment for children with DLD. They wanted more information from speech-language pathologists and other service providers and described difficult emotions that accompanied raising a child with DLD. We propose that parent support groups, a flexible and low-cost option, may address these needs from parents of children with DLD.Supplemental material: https://doi.org/10.23641/asha.29373977.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-14"},"PeriodicalIF":2.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561971","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}

引用次数: 0

Unpacking Language-Related Sources of Variability in Bilingual Students With Poor Reading Comprehension. 解读阅读理解能力差的双语学生的语言相关变异来源。

IF 2.2 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-03 DOI: 10.1044/2025_LSHSS-24-00090

Ashley M Sanabria, Amy S Pratt, Crystle N Alonzo, John F Gallagher, Maria Adelaida Restrepo

{"title":"Unpacking Language-Related Sources of Variability in Bilingual Students With Poor Reading Comprehension.","authors":"Ashley M Sanabria, Amy S Pratt, Crystle N Alonzo, John F Gallagher, Maria Adelaida Restrepo","doi":"10.1044/2025_LSHSS-24-00090","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00090","url":null,"abstract":"Purpose: The purpose of this study was to examine English reading comprehension skills in Spanish-English bilingual children with and without developmental language disorder (DLD). In particular, we examined the contribution of Spanish and English oral language skills and of the language of instruction (i.e., English only or dual language) to English reading comprehension outcomes.Method: Fifty-nine (26 with DLD) children participated in a battery of standardized testing, including Spanish oral language, English oral language, and English reading comprehension assessments.Results: On the English reading comprehension assessment, children with typical development outperformed children with DLD. Quantile regressions revealed that oral language skills were significantly correlated with English reading comprehension skills, with the most consistent relationship for English oral language skills and the strongest correlations for children with lower oral language skills, regardless of language (i.e., English and/or Spanish). Differences in English reading comprehension between children in English-only and dual-language classrooms were marginally significant, favoring children in dual-language education.Conclusions: Reading comprehension is an area of difficulty for bilingual children with DLD. English reading comprehension outcomes in bilingual children are most related to oral language skills in English; however, Spanish oral language explains additional variance in English reading comprehension outcomes. The results suggest that dual-language classrooms may be beneficial for bilingual children with language impairments.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561972","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}

引用次数: 0

Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder. 探索对发育性语言障碍的西英双语儿童目标语法形式的显性干预。

IF 2.4 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-07-02 DOI: 10.1044/2025_lshss-24-00132

Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack

{"title":"Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.","authors":"Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack","doi":"10.1044/2025_lshss-24-00132","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00132","url":null,"abstract":"INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"25 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144533659","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}

引用次数: 0

Generative Language Intervention for Young Children With Down Syndrome Using Augmentative and Alternative Communication: A Randomized Controlled Trial. 生成语言干预幼儿唐氏综合症使用增强和替代交流：一项随机对照试验。

IF 2.2 3区医学

Language Speech and Hearing Services in Schools Pub Date : 2025-06-30 DOI: 10.1044/2025_LSHSS-24-00117

Jennifer Kent-Walsh, Nancy Harrington, Debbie Hahs-Vaughn, Cathy Binger

{"title":"Generative Language Intervention for Young Children With Down Syndrome Using Augmentative and Alternative Communication: A Randomized Controlled Trial.","authors":"Jennifer Kent-Walsh, Nancy Harrington, Debbie Hahs-Vaughn, Cathy Binger","doi":"10.1044/2025_LSHSS-24-00117","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00117","url":null,"abstract":"Purpose: Children with Down syndrome often have poor speech intelligibility, which can mask expressive language competence; this, in turn, can lead to serious misconceptions about overall competence and intellectual abilities. Although aided augmentative and alternative communication (AAC) can be used to bridge these gaps, children with Down syndrome are not always provided with consistent access to focused AAC language intervention supports. The primary goal of this study was to evaluate the effect of implementing the AAC Generative Language Intervention (AAC-GLI) approach on the aided expressive grammar productions of young children with Down syndrome.Method: A randomized controlled trial was used to evaluate the results. The study included a control group and an intervention group, with the families of both groups participating in half-day AAC implementation workshops and all children receiving AAC devices to use throughout the course of the study. The intervention group also received 4 months of twice-weekly play-based AAC-GLI intervention sessions. Progress was measured using a mean length of utterance (MLU) specially designed for aided communicators (weighted MLU in symbols [W-MLUSym]).Results: Strong effects indicated superior performance on W-MLUSym for the intervention group, despite reduced enrollment and increased attrition yielded by the COVID-19 pandemic.Conclusions: AAC-GLI can be used to teach young children with Down syndrome to improve their aided expressive grammar skills. Providing AAC language intervention for young children with Down syndrome can be a critical step to support ongoing expressive language development and use as well as overall functional communication.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-23"},"PeriodicalIF":2.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531119","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}

引用次数: 0