Language Speech and Hearing Services in Schools最新文献

{"title":"Maximizing Treatment Effectiveness: Six Critical Elements of a Successful Intensive Preschool Language Program for Children With Language Disorders.","authors":"Karole A Howland, Meghan G Graham, Michelle Mentis","doi":"10.1044/2025_LSHSS-24-00097","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00097","url":null,"abstract":"<p><strong>Purpose: </strong>This clinical focus article examines six critical elements of a successful and evidence-based summer Intensive Preschool Language Program and the lessons learned over the 9 years of its implementation. The program serves a heterogeneous group of children who have been diagnosed with a language disorder, including children with developmental language disorder, children who are dual language learners, and children identified with other associated conditions such as autism spectrum disorder, all of whom share the goal of expanding expressive language skills.</p><p><strong>Method: </strong>Each critical element is discussed in terms of its significance to the program's success, how it has been adapted to better meet the needs of the children based on ongoing observations and progress monitoring, and the key clinical insights gained throughout the program's duration.</p><p><strong>Results: </strong>We present three case studies illustrating analysis of pretreatment language samples, selection of goals and treatment methods, and documentation of client progress in syntax and narrative development to showcase different profiles of client growth within the program. We provide a comparison of a high- versus low-intensity program and demonstrate that a lower intensity program was effective for children with high self-regulation needs.</p><p><strong>Conclusions: </strong>The results highlight the value of implementing a child-focused treatment approach, utilizing efficient and targeted language sample analysis to identify goals and monitor progress, the effectiveness of addressing syntax and narrative macrostructure at increasing levels of elaboration and complexity for preschool children, and the importance of aligning program intensity with the child's self-regulation needs.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-18"},"PeriodicalIF":2.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531121","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":"Integrating the International Classification of Functioning, Disability and Health Contextual Factors and a Trauma Lens to Inform Speech-Language Pathologists' Practice With Children and Families.","authors":"Anna Rupert, Michelle Phoenix, Leticia Gracia","doi":"10.1044/2025_LSHSS-24-00122","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00122","url":null,"abstract":"<p><strong>Purpose: </strong>This article highlights how the World Health Organization's International Classification of Functioning, Disability and Health framework aligns with a trauma lens in speech-language pathology practice by considering risk and protective factors in a client's life and within clinical care interactions at individual, family, and community and population levels. This approach shifts practitioners from a traditional biomedical model to a holistic biopsychosocial model that considers the needs, strengths, and priorities of family members, in alignment with shifts in the field. Appropriate models of service delivery, the application of trauma-informed principles, and the need for changing systems and policies to promote equity in services are also discussed.</p><p><strong>Conclusions: </strong>By addressing both personal and environmental contextual factors, speech-language pathologists can better understand and support their clients' unique experiences and needs. This comprehensive understanding fosters a more inclusive, effective, and compassionate practice, ultimately enhancing the overall well-being and outcomes of clients.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-10"},"PeriodicalIF":2.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531120","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":"Trauma-Informed Care: A Guide for Speech-Language Pathologists in the Schools.","authors":"Julia J Yi","doi":"10.1044/2025_LSHSS-24-00128","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00128","url":null,"abstract":"<p><strong>Purpose: </strong>A history of trauma is significantly related to the likelihood of having a language disorder. Given that one in seven children experience maltreatment in the United States, it is essential that school-based speech-language pathologists are well prepared to engage in trauma-informed practice when working with children and adolescents who have a history of trauma. The primary purpose of this tutorial is to provide an overview of trauma and its relationship to language and to synthesize the extant literature on trauma-informed approaches that could be used by speech-language pathologists. Trauma-informed practices include preventing retraumatization and recognizing trauma responses, creating a safe environment, collaborating with team members, using a strengths-based approach, obtaining a comprehensive case history to guide decisions, and empowering the students by including them in choices.</p><p><strong>Conclusion: </strong>This tutorial discusses each of these approaches, describes how these approaches could be used in the context of speech-language practice, provides a questionnaire that was developed to obtain the case histories of students with a history of trauma, and illustrates case examples of how trauma-informed approaches might be implemented by speech-language pathologists.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531122","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":"Changes in the Production of Complex Syntax by Elementary-Aged School Children.","authors":"Stacey L Pavelko, Robert E Owens, Debbie L Hahs-Vaughn","doi":"10.1044/2025_LSHSS-24-00141","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00141","url":null,"abstract":"<p><strong>Purpose: </strong>Many state standards for elementary students require them to use complex syntax, and research has documented age-related increases in the production of complex utterances in elementary-aged school children. Speech-language pathologists who provide services for these children, however, need detailed information in order to plan curriculum relevant intervention. The purpose of this study is to examine the production of specific subordinate (i.e., nominal, relative, and adverbial) and coordinate clauses obtained from 50-utterance conversational language samples of children between 5 and 10 years of age.</p><p><strong>Method: </strong>The data sample included 200 children with typical language development, who ranged in age from 5;0 (years;months) to 10;11 (female = 103; male = 97). Fifty utterance conversational language samples were examined for children's use of subordinate clauses (nominal, relative, and adverbial) and coordinate clauses.</p><p><strong>Results: </strong>Results indicated no statistically significant increases in the use of nominal clauses (<i>p</i> = .937), relative clauses (<i>p</i> = .09), adverbial clauses (<i>p</i> = .727), or the coordinating conjunction \"and\" (<i>p</i> = .587). The results indicated statistically significant increases in the use of the coordinating conjunctions \"but\" (<i>p</i> = .009) and \"so\" (<i>p</i> = .019). For every 1 month increase in age, the use of \"but\" increased by 0.9% and the use of \"so\" increased by 1%.</p><p><strong>Conclusions: </strong>The results of this study indicated that, as children's age increased, they produced more utterances with the coordinating conjunctions \"but\" and \"so.\" Furthermore, irrespective of children's age, approximately 30% of complex utterances included a nominal and/or adverbial subordinate clause. These results were obtained from 50-utterance language samples and further support the use of language sampling to develop intervention goals and monitor progress in intervention.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-9"},"PeriodicalIF":2.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509446","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":"Correlation Between Emergent Literacy Skills and Reading Abilities in Young Autistic Children: A Meta-Analysis.","authors":"Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang","doi":"10.1044/2025_lshss-24-00108","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00108","url":null,"abstract":"PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335249","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":"Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and Literacy Deficits.","authors":"Laura Green,Julie Wolter","doi":"10.1044/2025_lshss-24-00119","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00119","url":null,"abstract":"PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320291","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 Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.","authors":"Lindsey Hiebert, Raúl Rojas, Aquiles Iglesias","doi":"10.1044/2025_LSHSS-24-00120","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00120","url":null,"abstract":"<p><strong>Purpose: </strong>This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.</p><p><strong>Method: </strong>Narrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (<i>n</i> = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level.</p><p><strong>Results: </strong>The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants.</p><p><strong>Conclusions: </strong>A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29202743.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259412","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":"Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice.","authors":"Alyssa R Boucher, Gabrielle Rappolt-Schlichtmann, Emma Hensler","doi":"10.1044/2025_LSHSS-24-00142","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00142","url":null,"abstract":"<p><strong>Purpose: </strong>Collaboration between teachers and speech-language pathologists is essential for supporting diverse learners, particularly those with communication challenges. This article explores the use of Universal Design for Learning (UDL) as a common language to enhance interprofessional collaboration, fostering a shared framework for designing inclusive educational environments. By implementing UDL principles, teachers and speech-language pathologists (SLPs) can align their strategies, emphasizing flexibility in instructional methods, engagement, and assessment. This shared approach enables both professions to address student needs more holistically, bridging traditional professional divides and creating a cohesive support system within the school setting.</p><p><strong>Method: </strong>The tutorial discusses specific strategies for integrating UDL considerations into collaborative practices, highlighting the skills and knowledge SLPs can bring to the classroom from the therapy room. We include a case example to illustrate how best practices from speech-language pathology and UDL Guidelines can be used together to improve vocabulary learning in high school students.</p><p><strong>Results: </strong>Language within the UDL framework can serve as a useful tool to highlight both skillsets of teachers and SLPs leading to transdisciplinary collaboration. This tutorial builds on prior research of successful models of Tier 1 teacher-SLP collaboration.</p><p><strong>Conclusion: </strong>This collaborative project demonstrates a realistic use of UDL as a common framework not only to enhance communication and reduces barriers among team members but also to support effective, accessible learning experiences for all students.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-17"},"PeriodicalIF":2.2,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144163913","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":"Methods of Diagnosing Speech Sound Disorders in Multilingual Children.","authors":"Karla N Washington, Kathryn Crowe, Sharynne McLeod, Kate Margetson, Nicole B M Bazzocchi, Leslie E Kokotek, Pauline van der Straten Waillet, Thora Másdóttir, Marc D S Volhardt","doi":"10.1044/2025_LSHSS-24-00099","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00099","url":null,"abstract":"<p><strong>Purpose: </strong>Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts.</p><p><strong>Method: </strong>Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole-English, Jamaica; Vietnamese-English, Australia; French and additional languages, Belgium; Icelandic-Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches.</p><p><strong>Results: </strong>Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined.</p><p><strong>Conclusions: </strong>Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29090000.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144132456","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":"Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.","authors":"Brittany Ciullo, Jill Hoover","doi":"10.1044/2025_LSHSS-24-00149","DOIUrl":"https://doi.org/10.1044/2025_LSHSS-24-00149","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers.</p><p><strong>Method: </strong>The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four open-response questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis.</p><p><strong>Results: </strong>Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term <i>DLD</i> nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day.</p><p><strong>Conclusions: </strong>Although many survey respondents were unfamiliar with the term <i>DLD</i> and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-19"},"PeriodicalIF":2.2,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144132151","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}