Language Speech and Hearing Services in Schools最新文献

{"title":"A Scoping Review of Intervention Outcomes for School Students With Communication Difficulties.","authors":"Jane McCormack, Kerry Ttofari, Deborah Denman, Gaenor Dixon, Sharon Crosbie, Anna Cronin","doi":"10.1044/2024_LSHSS-24-00050","DOIUrl":"10.1044/2024_LSHSS-24-00050","url":null,"abstract":"<p><strong>Purpose: </strong>For speech-language pathologists (SLPs) working in schools, outcome measurement is an important element of practice, enabling us to evaluate the efficacy of our service provision and guiding future decision making, funding, and resource allocation. When selecting outcomes to measure, it is helpful to consider both the level at which change may be occurring and the extent or impact of that change. The primary aim of this review was to identify the outcomes measured in intervention studies for school-aged children with speech, language, and communication difficulties (SLCD) using the International Classification of Functioning, Disability and Health to classify the outcomes. A second aim was to identify tools used in research studies to measure the outcomes.</p><p><strong>Method: </strong>A systematic search of five databases was undertaken to identify papers reporting outcomes for school students who had received intervention targeting SLCD. Articles written in English and published between January 2000 and August 2021 were included. The Taxonomy for Categorizing Outcome Measures for SLCD was created to enable a review of outcomes and measurement tools.</p><p><strong>Results: </strong>There were 125 papers included in the final review. Most papers (<i>n</i> = 109, 87.2%) reported on studies that included outcome measures that captured changes at Body Function level, while approximately half captured Activity-level change. Only 24 (19.2%) explored changes at Participation level.</p><p><strong>Conclusions: </strong>Change at the Body Function or Activity levels does not always reflect change at the Participation level. Measuring outcomes at the Participation level enables SLPs to determine the real-world impact of the adjustments they have recommended or the intervention they have provided. However, in order to measure outcomes at the Participation level, we need the tools for capturing those changes for school-aged students with SLCD.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"142-157"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774898","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 Role of Teachers' Unions for School-Based Speech-Language Pathologists: Preliminary Findings From Florida.","authors":"Victor A Lugo","doi":"10.1044/2024_LSHSS-24-00064","DOIUrl":"10.1044/2024_LSHSS-24-00064","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to investigate the role of teachers' unions for school-based speech-language pathologists (SLPs) and their perceptions of the benefits and barriers to union membership.</p><p><strong>Method: </strong>A 44-item survey was used to solicit information about the perceptions of and participation in teachers' unions of 320 school-based SLPs. Directed content analysis of 70 district collective bargaining agreements was also conducted to explore the presence and content of SLP contract provisions.</p><p><strong>Results: </strong>Results confirm that teachers' unions collectively bargain on behalf of SLPs as they are often recognized as bargaining unit members. SLP provisions pertaining to salary supplements, caseload and workload caps, opportunities for professional development and mentorship, and alternative evaluations were uncovered. However, SLPs' perceptions of teachers' unions and collective bargaining were mixed. Frequently cited benefits of union membership included improved working conditions, legal and professional protections, and collective bargaining. Common barriers were misunderstandings about the role and responsibilities of unions and monetary costs.</p><p><strong>Conclusions: </strong>The findings of this study suggest that teachers' unions are not a widely used support structure for school-based SLPs. Despite the barriers highlighted by participants, unions can collectively bargain for provisions that could improve the living and working conditions of practitioners, such as salary supplements, caseload caps, and professional development. Although unions could improve outreach to SLPs in the schools, SLPs may benefit from additional training and professional development opportunities to support the degree to which they advocate and engage with their bargaining units.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27947940.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"206-224"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820102","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":"Extending Complexity to Word-Final Position via Telepractice: Intervention Effects for English-Speaking Children With Speech Sound Disorder.","authors":"Irina Potapova, Abby John, Sonja Pruitt-Lord, Jessica Barlow","doi":"10.1044/2024_LSHSS-24-00020","DOIUrl":"10.1044/2024_LSHSS-24-00020","url":null,"abstract":"<p><strong>Purpose: </strong>Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-<i>initial</i> clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-<i>final</i> position. Importantly, this allows for an added layer of complexity via suffixes that mark tense and agreement.</p><p><strong>Method: </strong>Eight English-speaking children with speech sound disorder (SSD; 3;3-6;9 [years;months]) participated in 18 one-on-one intervention sessions. Intervention was completed via telepractice, as were all pre- and post-intervention assessments. Intervention targets were word-final two-element consonant clusters that were unknown to the child prior to intervention. Targets were presented in verbs that were either monomorphemic (i.e., [-ks]; <i>they mix</i>) or bimorphemic (i.e., [-ks]; <i>she pick/3s,</i> marked for third-person singular).</p><p><strong>Results: </strong>All participants demonstrated change across multiple phonological measures. More stringently, six of eight participants demonstrated generalization to untreated sounds and untreated words immediately following intervention, including four of four children with monomorphemic targets. Importantly, positive changes for children with both target types were observed following a relatively short course of intervention (18 sessions over 6 weeks), and mastery of the target cluster was not required for phonological growth to occur.</p><p><strong>Conclusions: </strong>Results align with available work featuring word-initial complex targets and indicate that word-final consonant clusters are feasible, effective targets for English-speaking children with SSD. Findings similarly affirm the use of telepractice to deliver research-based interventions. Speech-language pathologists may thus integrate these findings with their clinical judgment and client perspectives to implement such targets in clinical practice.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"42-57"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574884","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":"Early Childhood Practitioners' Use of Language Facilitation Strategies During Informational Book Reading: Relation to Language Skills of Children With Developmental Language Disorder.","authors":"Ying Guo, Allison Breit, Yanli Xie","doi":"10.1044/2024_LSHSS-23-00141","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-23-00141","url":null,"abstract":"<p><strong>Purpose: </strong>The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD).</p><p><strong>Method: </strong>Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language pathologists) and 33 preschoolers with DLD participated. Practitioners received training and implemented an informational book-reading intervention for 19 weeks. Practitioners' use of language facilitation strategies (i.e., activating thinking by setting the informational text structure, asking target questions, asking inferential questions, and providing support) was coded using an observational tool. Children with DLD were assessed with a battery of language assessments at pre- and post-intervention.</p><p><strong>Results: </strong>Providing support significantly predicted the receptive academic vocabulary and receptive understanding of signal words of preschoolers with DLD. Practitioners asking target questions (direct questions related to targeted academic vocabulary and signal words) significantly predicted the receptive academic vocabulary of preschoolers with DLD. By contrast, these two types of language facilitation strategies were not related to expressive academic vocabulary or signal words. The other language facilitation strategies (i.e., activating thinking by setting the informational text structure and asking inferential questions) did not contribute to receptive or expressive academic vocabulary or signal words.</p><p><strong>Conclusion: </strong>Our findings suggest that asking direct questions and providing support may be effective mechanisms for supporting children's understanding of academic vocabulary and signal words during interactive book reading of informational texts.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-23"},"PeriodicalIF":2.2,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958870","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":"Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables.","authors":"Estelle Ardanouy, Hélène Delage, Pascal Zesiger","doi":"10.1044/2024_LSHSS-24-00032","DOIUrl":"https://doi.org/10.1044/2024_LSHSS-24-00032","url":null,"abstract":"<p><strong>Purpose: </strong>Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities.</p><p><strong>Method: </strong>One thousand one hundred one French-speaking children in Grades 1-5 completed a writing under a dictation task, a text reading fluency task, and a pseudo-orthographic choice task involving different graphotactic regularities. These regularities fell into two categories: legal versus illegal, which defines the legality of letter strings in French, and frequent versus less frequent, which refers to acceptable letter strings that vary in frequency of occurrence either at the beginning or end of a word.</p><p><strong>Results: </strong>The results of a repeated-measures analysis of variance showed a developmental difference between graphotactic regularity categories. The frequent versus infrequent patterns developed faster than the legal versus illegal patterns until reaching a point of equivalence in Grade 3. At Grades 4 and 5, legal versus illegal graphotactic regularities progressed more quickly while frequent versus less frequent regularities progressed more slowly. Furthermore, generalized linear mixed-model analyses for both types of graphotactic regularities revealed that they were affected by grade, expressive spelling, reading fluency level, and nonverbal reasoning.</p><p><strong>Conclusions: </strong>This study provides evidence of developmental differences in sensitivity to graphotactic regularities according to the type of regularity studied. Reading fluency and expressive spelling skills contribute to graphotactic regularity sensitivity. Higher scores in expressive spelling, reading fluency, nonverbal reasoning, and an older age were related to higher skills in identifying legal versus illegal graphotactic regularities. Such findings can contribute to educational, clinical, and research applications.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-14"},"PeriodicalIF":2.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958871","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":"Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction.","authors":"Reid J Smith,Pamela C Snow,Tanya A Serry,Lorraine S Hammond","doi":"10.1044/2024_lshss-24-00021","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00021","url":null,"abstract":"PURPOSEWe report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers' approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these.METHODA web-based survey was used to collect data from Australian elementary teachers about their perspectives regarding reading comprehension instruction. Of the 284 respondents, 182 (64.1%) provided free-text comments in response to open-ended questions. Responses were coded and analyzed for themes.RESULTSResponses were categorized into three broad themes. The first theme concerned the level of satisfaction with how literacy block time was used. The second theme pertained to the locus of decisions about the use of the literacy block time, and the third theme concerned the ways in which teachers responded to decisions made by \"leadership\": compliance or defiance.CONCLUSIONSThere are many different ways that the literacy block is structured and used across Australian elementary schools, and participants indicated an overall sense that they perceive that their literacy block is effective for students. There is, however, evidence of tension between teachers and decision makers when the teachers' pedagogical position does not align with the locally prescribed instructional approach. In these cases, teachers report choosing to either defy or comply with the mandated approach. Although formal decisions about how this block is to be used are made by school leaders, teachers make individual decisions about the degree to which they comply with those. Departures from these mandates, regardless of their rationales, have significant implications for data monitoring and interpretation at the school level.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"31 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887375","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":"Remote Microphones Support Speech Recognition in Noise and Reverberation for Children With a Language Disorder.","authors":"Katherine R Gordon,Dawna Lewis,Stephanie Lowry,Maggie Smith,G Christopher Stecker,Ryan W McCreery","doi":"10.1044/2024_lshss-24-00018","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00018","url":null,"abstract":"PURPOSEChildren with typical hearing and various language and cognitive challenges can struggle with processing speech in background noise. Thus, children with a language disorder (LD) are at risk for difficulty with speech recognition in poorer acoustic environments.METHODThe current study compared the effects of background speech-shaped noise (SSN) with and without reverberation on sentence recognition for children with LD (n = 9) and typical language development (TLD; n = 9). We also investigated whether the use of a remote microphone (RM) improved speech recognition for children with LD.RESULTSChildren with LD demonstrated poorer sentence recognition than peers with TLD in SSN. Both groups had poorer sentence recognition with SSN + reverberation than SSN alone. Notably, using an RM improved speech recognition for children with LD in SSN and SSN + reverberation.CONCLUSIONWe discuss educational implications and future research questions to identify how to optimally support speech recognition in noisy environments for children with LD.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28037984.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"29 1","pages":"1-9"},"PeriodicalIF":2.4,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887372","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":"Unlocking Insights: Exploring the Profiles of School-Based Telefacilitators.","authors":"Hannah Douglass, Joneen Lowman, Zitsi Mirakhur","doi":"10.1044/2024_LSHSS-23-00193","DOIUrl":"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":" ","pages":"1167-1178"},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","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":"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":"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":" ","pages":"1068-1084"},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11486454/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internal State Terms in the Narratives of Bilingual Children With Developmental Language Disorder: The Role of Microstructure and Macrostructure.","authors":"Carmit Altman, Sveta Fichman, Noy Perry, Pola Osher, Joel Walters","doi":"10.1044/2024_LSHSS-23-00170","DOIUrl":"10.1044/2024_LSHSS-23-00170","url":null,"abstract":"<p><strong>Purpose: </strong>We examined the role of narrative microstructure (production of words and sentences) and narrative macrostructure (organization of events) in the use of internal state terms (ISTs) in narratives of bilingual children with developmental language disorder (DLD) in their school language (SL).</p><p><strong>Method: </strong>Fifty-eight Russian-Hebrew bilingual preschool children aged 55-78 months divided into two groups participated: 16 bilingual children diagnosed with bilingual DLD and 42 with typical language development (TLD). Narratives were elicited in SL/Hebrew using the wordless picture book, <i>Frog, Where Are You?</i> Narratives were transcribed and coded for frequency of ISTs and classified as perceptual, linguistic, motivational, linguistic, emotional, or physical. ISTs were also examined in terms of their role in microstructure (tokens and types) and macrostructure (Character, Setting, Initiating Event, Internal Response, Plan, Attempt, and Consequence) categories.</p><p><strong>Results: </strong>In terms of microstructure, bilingual children with DLD produced fewer word types and tokens in general and fewer perceptual ISTs than bilingual TLD peers. In terms of macrostructure, children with DLD used six out of the seven story grammar elements in their narratives less than bilinguals with TLD. For ISTs and macrostructure, bilinguals with DLD produced fewer linguistic ISTs in Attempts than their peers with TLD.</p><p><strong>Conclusions: </strong>Bilingual children with DLD have difficulties in producing ISTs, and this difficulty is shown to be related to both microstructure and macrostructure abilities. Suggestions for clinical intervention are offered to assist children with DLD in producing narratives that involve mental state language related to characters' feelings, intentions, and goals.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1039-1053"},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447607","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}