Language Speech and Hearing Services in Schools最新文献

{"title":"Speech-in-Noise and Dichotic Auditory Training Students With Autism Spectrum Disorder.","authors":"Lauren Mathews, Erin C Schafer, Kamakshi V Gopal, Boji Lam, Sharon Miller","doi":"10.1044/2024_LSHSS-23-00168","DOIUrl":"10.1044/2024_LSHSS-23-00168","url":null,"abstract":"<p><strong>Purpose: </strong>Individuals diagnosed with autism spectrum disorder (ASD) often exhibit auditory processing issues, including poor speech recognition in background noise and dichotic processing (integration of different stimuli presented to the two ears). Auditory training could mitigate these auditory difficulties. However, few auditory training programs have been designed to target specific listening deficits for students with ASD. The present study summarizes the development of an innovative, one-on-one, clinician-developed speech-in-noise (SIN) training program that has not been previously described and an existing dichotic auditory training program to address common auditory processing deficits in students with ASD.</p><p><strong>Method: </strong>Twenty verbal students with ASD, ages 7-17 years, completed a one-on-one, clinician-developed SIN training program and a commercially available dichotic training program 2-3 times a week (30-45 min per session) for 12 weeks. Maximum and minimum training levels from the SIN and dichotic training programs were analyzed statistically to document changes in training level over the training period.</p><p><strong>Results: </strong>Analyses of the pre- and posttraining data revealed significant improvements in training level for both the SIN and dichotic training programs.</p><p><strong>Conclusions: </strong>Overall, the proposed SIN training resulted in significant improvements in training level and may be used along with dichotic training to improve some of the most common auditory processing issues documented in verbal individuals with ASD requiring minimal support. Both types of auditory training may be implemented in one-on-one therapy in clinics and in the schools.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1054-1067"},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recognizing and Resisting Ableist Language in Schools: Suggestions for School-Based Speech-Language Pathologists and Related Professionals.","authors":"Kristen Bottema-Beutel,Noah J Sasson,Rachael McKinnon,Caroline Braun,Ruoxi Guo,Brittany N Hand,Steven K Kapp,Daniel R Espinas,Aiyana Bailin,Jessica Nina Lester,Betty Yu","doi":"10.1044/2024_lshss-24-00036","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00036","url":null,"abstract":"PURPOSEThe language that school professionals use to describe disabled students can reveal and perpetuate ableist assumptions. Professionals' language choices can also challenge ableist attitudes to help create more inclusive, equitable learning environments. This tutorial seeks to guide speech-language pathologists (SLPs) and other school professionals to identify ableist language, understand the ableist ideologies that such language reveals, and develop strategies to implement ways of communicating with and about disabled students that align with an anti-ableist stance. We offer a brief description of ableism in schools, describe models of disability and their varying alignments toward ableist ideologies, and identify ways in which language can reflect and perpetuate ableism. Using Individualized Education Program goals as an example, we examine the ways in which ableist language can manifest in school practices. Finally, we provide suggestions to guide SLPs and other school professionals to examine and change their language to better align with an anti-ableist stance.CONCLUSIONSSchool professionals' language use is not neutral and may reveal and maintain ableist assumptions about disability and disabled students. While dismantling ableism requires systemic change, we suggest that individual professionals can use language in ways that resist ableism and powerfully impact their students' educational experiences.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"8 1","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386269","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":"Augmentative and Alternative Communication Assessment for Children on the Autism Spectrum: Protocol Development and Content Validation.","authors":"Shelley K Lund,Wendy Quach,Kristy Weissling,Miechelle McKelvey","doi":"10.1044/2024_lshss-23-00127","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00127","url":null,"abstract":"PURPOSEPrevious research has shown that many speech-language pathologists (SLPs) lack confidence in conducting augmentative and alternative communication (AAC) evaluations. The AAC Clinical Assessment Project team developed a protocol to help guide SLPs to complete AAC assessments for children with autism spectrum disorder (ASD). This article describes the creation and content validation of the protocol.METHODTwo studies were conducted. The first study developed the content of the protocol using information from previous research, observation of two AAC clinical specialists, and interviews with these specialists. In the second study, five specialists in AAC and ASD provided content validation by rating the appropriateness of each item in the protocol. Advisory group meetings were held with the specialists to discuss how to edit the protocol based on the survey results.RESULTSThe final protocol contains a description of each area to be assessed, a rationale for assessing it, and suggested methods to conduct the assessment.CONCLUSIONSThe final version of the protocol has excellent content validity. Future research will evaluate the feasibility of using the protocol in clinical practice and whether using the protocol improves the clinical decision making of SLPs when planning AAC assessments.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.27156207.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"71 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142386267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Updates on Clinical Language Sampling Practices: A Survey of Speech-Language Pathologists Practicing in the United States.","authors":"Amy Wilder,Sean M Redmond","doi":"10.1044/2024_lshss-24-00035","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00035","url":null,"abstract":"PURPOSELanguage sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new LSA protocols, namely, the Sampling Utterances and Grammatical Analysis Revised (SUGAR) protocol and the Computerized Language Analysis KIDEVAL program.METHODSurvey data from SLPs practicing in the United States (N = 337) were used to examine rates of LSA use, methods, and protocols. Factors predicting LSA use and reported facilitators and barriers were also examined.RESULTSResults indicated that 60% of SLPs used LSA in the past year. LSA skill level, training, and serving preschool or elementary school children predicted LSA use, whereas workplace, caseload, and years of experience were not significant predictors. Most SLPs reported using self-designed LSA protocols (62%), followed by Systematic Analysis of Language Transcripts (23%) and SUGAR (12%) protocols. SLPs who did not use LSA reported limited time (74%), limited resources (59%), and limited expertise (41%) as barriers and identified additional training on LSA computer programs (52%) and access to automatic speech recognition programs (49%) as facilitators to their adoption of LSA.CONCLUSIONSReported rates of LSA use and methods were consistent with previous survey findings. This study's findings highlight the ongoing needs for more extensive preprofessional training in LSA.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142246867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Back to Normal or New Reality? How the COVID-19 Pandemic Continues to Influence School-Based Speech-Language Pathologists at the Start of the 2023-2024 School Year.","authors":"Lesley Sylvan,Madelyn Kwak,Madeleine Gouck,Erica Goldstein","doi":"10.1044/2024_lshss-24-00033","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00033","url":null,"abstract":"PURPOSEThe COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding of the continued impact of the pandemic among school-based speech-language pathologists (SLPs) at the onset of the 2023-2024 school year.METHODThis study involved a survey of 193 school-based SLPs between September and December 2023. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to how the pandemic influences both their direct work with students and how they approach and reflect on their own careers. Multiple efforts were made to ensure the credibility and trustworthiness of the analysis.RESULTSThis survey found that although many SLPs in public schools have largely returned to prepandemic practices, most perceived that the pandemic continues to influence their work in key ways. Specifically, survey responses highlighted the altered needs of students (e.g., social-emotional needs and academic gaps) as well as changes to how SLPs reflect on their careers as professionals serving communities.CONCLUSIONThe results of this study indicate that although the most obvious effects of the pandemic are no longer visible in schools (e.g., masking, distancing, relying on virtual services), the pandemic continues to make the work of school-based SLPs more challenging as they navigate the disconnect between the postpandemic demands of their work and prepandemic expectations, policies, and regulations.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"30 1","pages":"1-26"},"PeriodicalIF":2.4,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech-Language Pathologist Self-Efficacy and Job Satisfaction: Resources in Special Education Eligibility Decisions.","authors":"Anne C Reed,Kelly Farquharson","doi":"10.1044/2024_lshss-23-00195","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00195","url":null,"abstract":"PURPOSESituated within the conservation of resources theory, this study sought to understand how resources such as self-efficacy, job satisfaction, caseload size, and geographic location influence the number of data sources used by school-based speech-language pathologists (SLPs) to determine eligibility.METHODUsing a cross-sectional descriptive design, 665 school-based SLPs from the United States reported professional demographics, workload, and assessment/eligibility characteristics, as well as levels of job satisfaction and self-efficacy. Multiple regression was used to examine the effects of self-efficacy, job satisfaction, caseload size, and geographic location on the number of data sources used in eligibility decision making and to examine the effects of caseload size and job satisfaction resources on SLP self-efficacy.RESULTSSLPs, on average, reported using 7.98 data sources to support eligibility determinations. Standardized tests, conversation samples, and review of records were most used, and literacy assessments were used least. Results of multiple regression models indicate that SLPs with higher self-efficacy scores reported using significantly more data sources and that SLPs with higher job satisfaction indicated significantly higher self-efficacy.CONCLUSIONSThis study affirms self-efficacy as a strong resource for school-based SLPs and that it is, in fact, related to the number of data sources used in eligibility decisions. Limited literacy assessment was reported, despite the SLP's critical role in an educational setting. Job satisfaction as a predictor of self-efficacy and self-efficacy, in turn, as a predictor of data sources underscore the need for SLPs to advocate for work conditions that support their work.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"17 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142171315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Sampling Context on Preschoolers' Finite Verb Morphology Composite Scores.","authors":"Brian Weiler,Ling-Yu Guo","doi":"10.1044/2024_lshss-23-00194","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00194","url":null,"abstract":"PURPOSEThe finite verb morphology composite (FVMC) is a valid measure for charting children's tense development and for differentiating children with and without language impairment during preschool and early elementary years. However, it is unclear whether FVMC scores vary as a function of language sample elicitation contexts. The current study evaluated the performance on FVMC in preschool-aged children across different language sampling contexts.METHODParticipants were 38 English-speaking children who were between the ages of 3 and 4 years and below the mastery level of tense usage in three language sampling contexts, including conversation (free-play), picture description, and narratives (story retell). FVMC from each sampling context was computed by calculating the overall accuracy of copula be, auxiliary be, third-person singular present -s, and past tense -ed combined. A linear mixed-effects model comparison was carried out to determine the effect of sampling context on FVMC scores.RESULTSAfter controlling for child age, mean length of utterance, and the number of obligatory contexts for FVMC scoring, FVMC scores were significantly higher in conversation than in picture description and narratives. In addition, FVMC scores across the three sampling contexts were significantly correlated (rs ≥ .62, p < .001).CONCLUSIONSAlthough children's performance on FVMC relative to each other was quite stable across sampling contexts, FVMC scores may vary with sampling contexts. As compared to picture description and narratives, conversation may not adequately capture the limitation in preschoolers' tense development that is important for therapeutic planning.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1179-1187"},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448011","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":"Contributions of Speaking, Listening, and Semantic Depth to Word Learning in Typical 3- and 4-Year-Olds.","authors":"Peter T Richtsmeier,Allison Gladfelter,Michelle W Moore","doi":"10.1044/2024_lshss-23-00105","DOIUrl":"https://doi.org/10.1044/2024_lshss-23-00105","url":null,"abstract":"PURPOSEThis study examined learning via perception, learning via production, and semantic depth as contributors to word learning in preschool-aged children. There is broad evidence that semantic depth is an important contributor to word learning, especially when semantic cues are repeated and spaced out over time. Perceptual learning and production learning each support word learning sometimes, but not in all cases. The purpose of this study was to examine all three learning mechanisms within a single experimental paradigm.METHODThirty-six typically developing preschool children completed the experiment. They were familiarized with 16 novel words that were contextualized as alien names. These aliens came in four sets, each set comprising one base alien and three modified aliens marked by suffixes. Children completed four familiarizations: two in which they simply listened to the alien names (perceptual learning) and two where they repeated the alien names (production learning). Those conditions were crossed with a semantic depth manipulation (aliens with and without verbal semantic cues). Following each familiarization, referent identification and confrontation naming tasks were completed to assess learning.RESULTSChildren were able to identify more alien referents following familiarizations with semantic depth. There were no significant effects of either perceptual learning or production learning.CONCLUSIONSThis study confirms and expands on the benefits of semantic depth, but the results are unclear about the relative importance of perception and production to word learning. Nevertheless, the study suggests benefits to simultaneously studying multiple factors related to word learning.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"3 1","pages":"1085-1098"},"PeriodicalIF":2.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142448010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growth of Complex Syntax: Coordinate and Subordinate Clause Use in Elementary School-Aged Children.","authors":"Robert E Owens, Stacey L Pavelko, Debbie Hahs-Vaughn","doi":"10.1044/2024_LSHSS-23-00102","DOIUrl":"10.1044/2024_LSHSS-23-00102","url":null,"abstract":"<p><strong>Purpose: </strong>Production of complex syntax is a hallmark of later language development; however, most of the research examining age-related changes has focused on adolescents or analyzed narrative language samples. Research documenting age-related changes in the production of complex syntax in elementary school-aged children in conversational language samples is limited. Therefore, the purpose of this article is to examine age-related changes in the production of coordinate and subordinate clauses in children between 5 and 10 years of age obtained from 50-utterance conversational language samples.</p><p><strong>Method: </strong>The analytic sample included 196 children with typical language development, who ranged in age from 5;0 to 10;11 (years;months; girls = 103; boys = 96; three cases were excluded). Fifty-utterance conversational language samples were examined for use of coordinate and subordinate clauses.</p><p><strong>Results: </strong>Results of regression analyses indicated that the production of coordinate and subordinate clauses could be predicted from age. The proportion of utterances that included subordinate clauses increased 0.20% for every month increase in age (<i>p</i> < .001). Coordinate clauses also continued to grow, although at a slower rate (0.10% increase for every month increase in age, <i>p</i> < .001). Finally, the proportion of simple utterances (i.e., utterances without coordinate or subordinate clauses) decreased with age (0.40% decrease for every month increase in age, <i>p</i> < .001).</p><p><strong>Conclusions: </strong>This study indicated that as children's age increased, they used fewer, simple, one-clause sentences and more utterances that included subordinate clauses, with or without coordinate clauses. These results were obtained from 50-utterance language samples, further supporting use of language sampling to develop intervention goals and monitor progress in therapy.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25262725.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"714-723"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139998306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Efficacy of <i>Story Champs</i> for Improving Oral Language in Third-Grade Spanish-English Bilingual Students With Developmental Language Disorder.","authors":"R J Risueño, Shelley Gray, Savannah Romeo","doi":"10.1044/2024_LSHSS-23-00121","DOIUrl":"10.1044/2024_LSHSS-23-00121","url":null,"abstract":"<p><strong>Purpose: </strong>We investigated the efficacy of <i>Story Champs</i> for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD).</p><p><strong>Method: </strong>We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions per week. Maintenance sessions were conducted 1, 2, and 4 weeks postintervention. Participants were explicitly taught story grammar elements, causal and temporal connections, and modifiers within story retells and personal narratives. Dependent variables were story grammar, grammatical complexity, modifiers and listening comprehension within story retells, and story grammar and grammatical complexity within personal narratives. Outcome measures were assessed at the end of every baseline, intervention, and maintenance session using the Narrative Language Measures-Listening (NLM-L).</p><p><strong>Results: </strong>Visual analyses for outcome measures suggested slight increases in scores on the NLM-L during intervention accompanied by marked variability. Within-case analyses of story retell performance suggested an intervention effect on story grammar for two participants and on grammatical complexity and modifier use for one participant. For personal narratives, within-case analyses of personal narrative performance suggested an intervention effect on story grammar for one participant.</p><p><strong>Conclusions: </strong>Overall, <i>Story Champs</i> demonstrated efficacy for improving story grammar use in story retells for three out of four participants. It did not show efficacy for improving grammatical complexity, modifier use, or listening comprehension within story retells, nor did it show efficacy for improving story grammar and grammatical complexity within personal narratives.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.26053033.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"938-958"},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141433276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}