Language Speech and Hearing Services in Schools最新文献

{"title":"Biliterate Adolescents' Writing Skills in a Two-Majority Language Context.","authors":"Eve Julie Rioux,Elin Thordardottir","doi":"10.1044/2025_lshss-24-00156","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00156","url":null,"abstract":"PURPOSEThis study examined the writing skills of English-French bilingual (EFbil) adolescents with extensive exposure to both languages in a two-majority language context.METHODParticipants were EFbil adolescents (n = 26) and French near-monolinguals (FL1; n = 12) aged 12 to 17 years. All participants wrote image descriptions in French; EFbil also wrote in English. Between-group comparisons were run for complex syntax, errors, and productivity. Within-group comparisons looked at bilinguals across their languages, and oral and written syntax for both groups. Predictors of text quality were explored through multiple regression analyses.RESULTSIn French, both groups performed similarly on productivity and syntactic measures. Bilinguals made more errors, but both groups had a high error-to-productivity ratio. Bilinguals performed similarly in both languages on all measures, except errors that were higher in French. Comparisons between oral and written modalities followed similar patterns for both groups. French exposure and all syntactic measures as well as time spent reading in French were predictive of French text quality. However, a low error-to-productivity ratio best predicted French text quality.CONCLUSIONSResults indicate a similar syntactic performance in French for monolinguals and bilinguals given comparable French school exposure. Being schooled in French did not prevent bilinguals from developing equivalent writing skills in their first language, English. As a majority and globalized language, the environment appears to have allowed bilinguals to maintain sufficient exposure to support their English skills. These results also point to a mutually contributing relationship between the ability to write good content quality and to respect the spelling and grammar of the language.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"57 1","pages":"1-23"},"PeriodicalIF":2.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144065747","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":"Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders.","authors":"Hope Sparks Lancaster,Erin Smolak,Alice Milne,Katherine R Gordon,Samantha N Emerson,Claire Selin","doi":"10.1044/2025_lshss-24-00056","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00056","url":null,"abstract":"PURPOSEChildren with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative content analysis approach, we examined the extent to which key cognitive constructs are engaged in NVIQ tests and how these constructs compare across different tests.METHODCurrent editions of seven NVIQ tests were selected based on their relevance in clinical and research settings. Qualitative coding of constructs was developed iteratively by speech-language pathologists and researchers. The codes focused on cognitive domains most affected in highly prevalent neurodevelopmental conditions, including attention, receptive language, statistical learning, and working memory.RESULTSWe identified multiple subfeatures for our constructs of interest. Using this coding framework, we found that NVIQ tests qualitatively differ in the extent to which these four constructs influence test performance.CONCLUSIONSOur findings suggest that understanding the impact of cognitive constructs on NVIQ tests can help explain why children with neurodevelopmental disorders exhibit lower and more unstable NVIQ scores compared to their peers. We provide recommendations for the use of NVIQ tests with neurodevelopmental disorder populations and encourage researchers and clinicians in speech and hearing sciences and psychology to use our results to inform test interpretation and selection.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28886957.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"30 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143982529","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":"\"It's Not My Journey, It's Theirs\": Experiences of Part C Providers Screening for Autism.","authors":"Sarah D Wiegand,Jennifer A Brown,Rebecca G Lieberman-Betz","doi":"10.1044/2025_lshss-24-00100","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00100","url":null,"abstract":"PURPOSEPart C early intervention (EI) providers, including speech-language pathologists, are often involved in autism screening practices and discussing autism with families of toddlers. The purpose of this study was to understand EI providers' perspectives of screening for autism.METHODUsing a phenomenological qualitative design, we explored EI providers' perspectives and experiences related to autism screening and engaging in conversations about autism with families.RESULTSFindings from semistructured interviews with EI providers revealed themes related to (a) experiences screening for autism and engaging in conversations about autism, (b) interactions with families during autism conversations, and (c) resources and supports for providers and families.CONCLUSIONFindings from this study have implications for professional development and policies surrounding screening for autism in Part C.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143982422","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 Personal Narratives of Croatian-Speaking Children With Developmental Language Disorder: Investigating the Influence of Emotional Valence at Linguistic, Propositional, and Macrostructure Levels.","authors":"Mateja Gabaj,Jelena Kuvač Kraljević,Marleen F Westerveld","doi":"10.1044/2025_lshss-24-00111","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00111","url":null,"abstract":"PURPOSEAlthough it is known that children with developmental language disorder (DLD) have difficulty composing personal narratives, previous studies have not employed a wide range of measures that reflect functioning at the different levels of discourse processing, as proposed in the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Because children evoke pleasant or unpleasant events through personal narratives, this study examines whether the emotional valence of the event influences the narrative production of Croatian-speaking children with DLD and those with typical language development (TLD) at the linguistic, propositional, and macrostructure levels.METHODFifty 10-year-old Croatian-speaking children with DLD and 50 gender-matched peers with TLD told personal narratives elicited through emotion-based prompts using the Global TALES protocol. Emotional valence was analyzed by coding each narrative event as either pleasant (positive) or unpleasant (negative). The narratives were evaluated using measures from the linguistic (lexical diversity, grammatical complexity, and accuracy), propositional (mazes, incomplete utterances, local coherence) and macrostructure (global coherence) levels.RESULTSOur results show that children with DLD who speak Croatian have difficulty forming personal narratives at all three levels of discourse production, as evidenced by lower grammatical complexity and accuracy, more incomplete utterances, and lower local and global coherence. These difficulties are consistent in both positive and negative narratives. Results also showed that negative narratives are chronologically better ordered than positive narratives in both groups of children.CONCLUSIONThese findings provide further evidence that children with DLD have considerable difficulty producing linguistically well-organized, complete, and coherent personal narratives across different levels of the LUNA framework, regardless of the emotional valence of the events they recount.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28819385.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"19 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914786","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":"Preparing Adolescents Who Stutter for the Transition to Life After High School.","authors":"Naomi H Rodgers,Darby Marsh,Kelly Jacobs,Ginger G Collins","doi":"10.1044/2025_lshss-24-00082","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00082","url":null,"abstract":"PURPOSEThe purpose of this project was to understand the needs of adolescents who stutter as they transition to life after high school, and to develop an evidence-based discussion guide for speech-language pathologists (SLPs) to use in their postsecondary transition planning with adolescents who stutter.METHODWe conducted four focus groups: two with current high schoolers who stutter and recent high school graduates who stutter (n = 11) and two with parents of high schoolers who stutter and high school-based SLPs (n = 14). The focus groups were recorded, transcribed, and analyzed using reflexive thematic analysis.RESULTSThree to five themes were created for each of the three main domains of transition plans: postsecondary education/training, employment, and independent living. While the themes were unique to each postsecondary domain, there was a common thread of helping adolescents develop an open, proactive stance toward stuttering and discussing stuttering with others.CONCLUSIONSSLPs are uniquely positioned to guide adolescents who stutter through the postsecondary transition process, as they are often the only specialized support personnel working with students who stutter in the schools. There are discussion topics that are important to facilitate with adolescents who stutter as they prepare to transition to life after high school, which we present in a printable discussion guide located as supplemental material to this article.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28824512.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"55 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914800","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":"Examining the Social Validity of Sketch and Speak Expository Intervention for Adolescent Students, Their Parents, and Their Speech-Language Pathologists.","authors":"Amy K Peterson,Teresa Ukrainetz","doi":"10.1044/2025_lshss-24-00079","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00079","url":null,"abstract":"PURPOSEThis study explores the social validity of an expository note-taking and oral practice intervention, Sketch and Speak, for high school students with language-related learning disabilities (LLDs), their parents, and their high school speech-language pathologists (SLPs) after instruction via telepractice. The main study is reported in Peterson and Ukrainetz (2023). This report provides an additional in-depth analysis of participant perceptions.METHODThree adolescents with LLDs entering ninth grade participated in this study. Data were collected from invested groups with pre-/post-intervention social validity questionnaires and post-intervention semistructured interviews. The interviews included brief video demonstrations of student performance in treatment. For the adolescents and their parents, Likert scale responses and open-ended question responses were analyzed qualitatively through content analysis. SLP interview responses were analyzed qualitatively using thematic analysis.RESULTSContent analysis of the student responses indicated potential independent use of strategies in school activities. Student self-ratings of learning behaviors did not change noticeably from pre- to post-intervention. Parents spoke about improvements in their children's overall learning confidence. The SLP responses revealed three main themes about potential clinical use: buy-in, barriers to implementation, and generalizability. All three participant groups shared perceptions of increased student confidence and ownership of learned materials.CONCLUSIONThis preliminary exploration suggests that Sketch and Speak may be a socially valid and academically useful intervention for adolescents in high school, even when delivered via telepractice.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"35 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fill in the Blank: English Morphosyntax Production in Matched Bilingual Groups.","authors":"Akinjide Famoyegun,Giang T Pham,Lisa M Bedore,Elizabeth D Peña","doi":"10.1044/2025_lshss-24-00129","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00129","url":null,"abstract":"PURPOSEThis study compared English grammatical performance of bilingual school-age children who spoke either Spanish or Vietnamese at home, focusing on their first-language influence on the acquisition of 13 English grammatical forms.METHODScores from 30 children on a cloze task were analyzed for accuracy, developmental patterns, and error types. Pairwise matching was used to match individual Vietnamese and Spanish bilinguals on age and English experience. Caregivers rated language ability and daily use of the home language and English.RESULTSHigher grammatical accuracy across groups was associated with older age and higher caregiver ratings of children's language ability. Groups showed similar patterns on some grammatical forms (e.g., higher accuracy on plurals than irregular past), consistent with previously reported developmental patterns of monolingual English-speaking children. Differences in other patterns were related to first-language influence. For example, phonological constraints of Vietnamese (e.g., no word-final /s/), led to lower accuracy in English forms requiring such sounds.CONCLUSIONSEnglish grammatical performance in bilinguals can reflect both general developmental patterns and first-language influence. As bilingual children may rely on linguistic cues specific to their first language, classroom instruction can be adjusted to be more culturally and linguistically responsive.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"5 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"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":"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":"281-303"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","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":"Speech-Language Pathologists' Perspectives on Language Assessment in Bilingual Children.","authors":"Michelle Hernandez,Katrina Fulcher-Rood,Anny Castilla-Earls","doi":"10.1044/2025_lshss-24-00145","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00145","url":null,"abstract":"PURPOSEThis study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders.METHODPhone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale and the integration of assessment data to determine diagnosis and treatment eligibility.RESULTSThe results of this study suggest that SLPs use a combination of norm-referenced and informal assessments when evaluating bilingual children. Informal measures, such as parent/teacher interviews and language sampling, were relied upon for diagnostic decisions, contrasting with the emphasis on norm-referenced testing observed in previous research. District policies and guidelines influenced norm-referenced assessments. Informal tools were used to capture natural language use, provide a comprehensive view of bilingual abilities, and gather detailed case histories.CONCLUSIONSSchool-based SLPs integrate norm-referenced and informal measures in their bilingual assessment practices, with a notable reliance on informal assessments for diagnostic decision making. This approach contrasts with the reliance on norm-referenced measures typically observed in monolingual assessment practices, reflecting SLPs' potential recognition of limitations and biases in norm-referenced tests when used with bilingual children. The findings suggest that SLPs are aware of and use culturally sensitive diagnostic practices.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"37 1","pages":"1-20"},"PeriodicalIF":2.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention.","authors":"Elizabeth E Biggs, Erin C Turner, Emily Elchos, Emilee Spann, Kendra E Scotti","doi":"10.1044/2025_LSHSS-24-00092","DOIUrl":"10.1044/2025_LSHSS-24-00092","url":null,"abstract":"<p><strong>Purpose: </strong>Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention.</p><p><strong>Method: </strong>A single-case, multiple-baseline across-strategies design was used to evaluate whether an initial teaching session paired with coaching was effective to teach peers responsive interaction strategies that incorporated aided augmentative and alternative communication. Participants were two elementary-aged autistic students who were minimally speaking, four peers, and their educational team members.</p><p><strong>Results: </strong>The initial teaching paired with coaching was effective in teaching peers the three responsive interaction strategies called the <i>Ways to Talk and Play</i>. Additionally, the nature of interactions changed in beneficial ways when peers learned the <i>Ways to Talk and Play</i>. The strategies were viewed favorably by students with autism, peers, and educational team members.</p><p><strong>Conclusion: </strong>School teams can use intervention models such as this to improve outcomes for minimally speaking students with autism by equipping peers as responsive communication and play partners.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28629023.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"380-396"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}