Language Speech and Hearing Services in Schools最新文献

{"title":"Children's Communication Rights in the Holistic Assessment of Speech Sound Disorders: Do Speech-Language Pathologists Use the International Classification of Functioning, Disability and Health Framework?","authors":"Alexis Moser, Kelly Farquharson, Brenda Louw","doi":"10.1044/2026_LSHSS-25-00193","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-25-00193","url":null,"abstract":"<p><strong>Purpose: </strong>During the assessment process, speech-language pathologists (SLPs) have the opportunity to account for the involvement, thoughts, and views of children with speech sound disorders (SSDs). This is in alignment with the Convention on the Rights of the Child (CRC; UNICEF, n.d.; United Nations, 1989) including CRC Article 12 (Respect for children's views), Article 13 (Sharing thoughts freely), and Article 23 (Children with disabilities), which affirms SLPs' role to facilitate participation and consider perspectives. The International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001) offers a holistic framework that can guide assessment practices, including accounting for children's views of their own speech. While previous research has been limited to theoretical application, the current study provides preliminary data regarding how American SLPs practically utilize the ICF framework in the evaluation of children with SSDs.</p><p><strong>Method: </strong>An online survey was created using REDCap and disseminated to currently practicing SLPs across the United States. A total of 296 surveys were completed, and data were analyzed using descriptive and inferential statistics.</p><p><strong>Results: </strong>Over 50% of American SLPs were unfamiliar with the ICF, which was reflected in how they selected assessments of Body Functions more than Activities/Participation and Contextual Factors for children with SSDs. Furthermore, under 10% of SLPs included an assessment tool that measures a child's communicative participation or self-reported attitudes.</p><p><strong>Conclusions: </strong>Findings demonstrated a need for greater exposure to holistic assessment of children with SSDs in the United States. Recommendations extend to faculty and researchers to integrate the ICF framework in teaching and research to promote evidence-based assessment practices and patient-reported outcome measures to protect the CRC.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-16"},"PeriodicalIF":3.0,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148674470","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":"Upholding Young Children's Right to Child Protection Through Quality Relationships and Policy.","authors":"Belinda Downey, Leanne Gibbs, Joanne Grimmond","doi":"10.1044/2026_LSHSS-25-00213","DOIUrl":"10.1044/2026_LSHSS-25-00213","url":null,"abstract":"<p><strong>Purpose: </strong>Children's rights to protection and participation, as outlined in the United Nations Convention on the Rights of the Child, Article 3 (Best interest of the child), Article 12 (Respect for children's views), and Article 19 (Protection from violence), must be upheld, and education and health professionals working with children hold a critical role in ensuring these rights are protected. Infants and children with disabilities are especially vulnerable to maltreatment, representing a significant proportion of abuse cases. Children who use diverse communication styles often face additional barriers when expressing concerns or reporting harm, increasing their risk of harm when adults fail to recognize or respond to their communication effectively. This article advocates for education and health professionals to create a culture of safety that enables children to express their safety and well-being concerns through recognition of their diverse communication styles as expressions of their agency and rights.</p><p><strong>Conclusions: </strong>Education and health professionals must prioritize unhurried, relationship-focused time with children to create safe, responsive environments that support diverse communication for active engagement with children's cues. High-quality practices and child-inclusive policy and governance are essential measures that can be implemented to reduce the risk of child abuse or maltreatment. Implementation of these measures ensure that children's rights to safety and participation are upheld.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-5"},"PeriodicalIF":3.0,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632598","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":"Professional Development and Implementation of Learning: A Survey of Speech-Language Pathologists Providing Services to Adolescents With Developmental Language Disorder.","authors":"Amy K Peterson,Kelly Farquharson,Erin J Bush","doi":"10.1044/2026_lshss-25-00186","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00186","url":null,"abstract":"PURPOSEDevelopmental language disorder (DLD) is a hidden disorder in understanding and producing language, which has lifelong impacts. There is a significant amount of research-based evidence to support speech-language pathologists (SLPs) who support younger children with DLD, yet there is a dearth of professional development (PD) specific to intervention for older students and implementation of research in practice.METHODWe distributed a 26-question survey to SLPs working with adolescents (i.e., children in Grades 5 and above) who have DLD via American Speech-Language-Hearing Association groups, social media, and researcher connections. Survey questions asked about their perceptions of (a) available PD opportunities, (b) confidence in learning and applying new strategies, and (c) PD delivery.RESULTSWe analyzed data from 117 complete surveys using descriptive statistics. SLPs who responded to this survey sought PD most often through online platforms and live conferences. Respondents reported difficulty finding PD specific to serving older students with DLD. Despite the lack of available PD specifically tailored to adolescents with DLD, SLPs felt confident in their ability to serve these students on their caseloads.CONCLUSIONSSLPs who serve adolescents with DLD largely rely on their clinical judgment to provide evidence-based services. We propose that emphasizing clinical judgment as practice-based evidence would allow researchers and clinicians to further develop, study, and provide appropriate PD to meet the needs of secondary SLPs and older students.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"259 1","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148552776","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 Language and Mental Health Cascades in Preadolescents With and Without History of Late Talking.","authors":"Hsin-Hui Lu,Yu-Ju Lin,Jeng-Dau Tsai","doi":"10.1044/2026_lshss-25-00233","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00233","url":null,"abstract":"PURPOSEThis study compared mental health outcomes in preadolescents with and without a history of late talking (HLT) to determine whether outcomes cascade from early language ability, considering ecological and early mental health factors.METHODWe included 52 Mandarin-speaking preadolescents (100% Han Chinese) 9-11 years of age: 26 with HLT (M = 10.15 years, SD = 0.34; 20 boys, six girls) and 26 without HLT (M = 10.20 years, SD = 0.38; 17 boys, nine girls). Both groups had comparable nonverbal cognitive abilities (p = .721). The mental health outcomes assessed, based on parents' reports and participants' performance in laboratory tasks, included conceptual learning for adaptation, competence and emotion, self-regulation, and autism-like characteristics. Early language ability was assessed during toddlerhood (24-32 months of age) and the preschool period (48-57 months of age).RESULTSPreadolescents with HLT performed worse in conceptual learning, self-regulation, and social functioning than those without HLT ([Formula: see text]s = .08-.20), indicating medium-to-large effect sizes. These three domains were associated with early language ability, showing moderate correlations (rs = .31-.52 or -.28 to -.41).CONCLUSIONSPreadolescents with HLT had more mental health problems than those without HLT, which was linked to early language abilities. Their mental health should be understood from a developmental cascade perspective, emphasizing early identification and intervention, starting in childhood. Monitoring mental health may be particularly important during the transition to formal schooling.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"73 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148462559","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":"Spelling Outcomes in Adolescents and Young Adults With Childhood Apraxia of Speech Reveal Persistent Linguistic Deficits.","authors":"Barbara A Lewis,Gabrielle J Miller,Penelope Benchek,Catherine Stein,Sudha K Iyengar","doi":"10.1044/2026_lshss-25-00199","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00199","url":null,"abstract":"PURPOSEThe aim of this study was to characterize sources of variability in spelling performance in adolescents and young adults with a history of childhood apraxia of speech (CAS), including linguistic skills, motor-speech sequencing, spelling error types, and residual speech errors. We also examined whether selected endophenotypes differ from peers with a history of speech sound disorder without CAS (SSD-no CAS).METHODCorrelations assessed relations among single-word decoding, oral language, phonological awareness, syllable sequencing, and spelling in participants with a history of CAS (N = 32; ages 12;6-25;3 [years;months]). Linear regression, including an interaction term for the effect of group by endophenotype, was used to compare the spelling performance of participants with a history of CAS with age-matched peers with a history of SSD-no CAS (N = 32; ages 12;1-25;1 [years;months]), using the same endophenotypes. Spelling errors were classified by linguistic type using the Spelling Sensitivity System (SSS), and persistent speech errors were examined in relation to spelling.RESULTSWithin the CAS group, spelling was associated with decoding (r = .88), phonological awareness (r = .74), oral language (r = .71), and syllable sequencing (r = -.59). SSS analyses showed that implausible orthographic errors and phoneme omissions were significantly associated with spelling performance (p = .005 and p = .046, respectively), whereas persistent speech errors were unrelated. A significant interaction between group and syllable sequencing (p = .035) indicated that syllable sequencing predicted spelling only in the CAS group.CONCLUSIONSAdolescents and young adults with histories of CAS rely on the same core linguistic skills for spelling as peers with a history of SSD-no CAS; however, spelling in CAS is additionally influenced by a motor-speech sequencing deficit, suggesting involvement of both linguistic and motor planning domains. Residual speech errors were unrelated to spelling, indicating that spelling difficulties arise from underlying representations rather than articulation.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.32942729.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148462582","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":"Applying the Convention on the Rights of the Child Through the Inter-American System: Advancing Communication Rights for U.S. Children With Communication Disorders.","authors":"Kathleen A Siren,James R May","doi":"10.1044/2026_lshss-25-00219","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00219","url":null,"abstract":"PURPOSEIn this article, we examine how the Inter-American Commission on Human Rights' (IACHR) 2025 report, The situation of the rights of persons with disabilities in the Americas, serves as a mechanism for incorporating principles from the United Nations Convention on the Rights of the Child (CRC) to improve treatment outcomes for children with communication disorders in the United States, by integrating child-centered and rights-based principles into national policy and clinical practice, in the context of U.S. nonratification of the CRC.METHODUsing a legal-analytical method grounded in treaty interpretation, comparative law, and policy analysis, we examine the IACHR's recommendations and the CRC's key provisions (Articles 2, 3, 6, 12, 13, 23, and 28) alongside U.S. disability law, including the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. We situate communication as a fundamental human right and identify operational strategies derived from the CRC across three domains: early intervention, inclusive education, and communication access in schools.CONCLUSIONWe conclude that the IACHR report offers a credible framework for aligning U.S. disability practice with global children's rights norms, transforming abstract treaty obligations into practical tools for ensuring timely, equitable, and participatory communication supports in U.S. schools and communities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"43 1","pages":"1-7"},"PeriodicalIF":2.4,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148451450","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":"Understanding Deafblindness: The Foundation for Successful Communication Intervention.","authors":"Christopher Brum, Susan M Bruce","doi":"10.1044/2026_LSHSS-26-00016","DOIUrl":"https://doi.org/10.1044/2026_LSHSS-26-00016","url":null,"abstract":"<p><strong>Purpose: </strong>This tutorial provides speech-language pathologists (SLPs) with foundational knowledge to support their communication interventions with children and youth who are deafblind. This is a small disability group of great heterogeneity, with most having some functional vision and/or hearing and additional disabilities. The impact of deafblindness cannot be understood by adding the impacts of the child's hearing loss and visual impairment, as these senses frequently interact as the two distance senses for learning. Deafblindness greatly reduces both observational and incidental learning, necessitating the crafting of experiences and direct teaching of concepts. Children who are deafblind learn through the parts-to-whole approach, experiencing part of a context or experience and then needing the support of a trusted other to guide meaning-making. Receptive and expressive communication is often multimodal.</p><p><strong>Method: </strong>This tutorial provides a foundation on deafblindness, including a focus on learning and cognitive development, communication development, communication assessment, literacy development, and evidence-based practices and professional competencies. Additionally, the interprofessional collaborative practice (IPCP) framework is provided to support collaboration among SLPs and other professionals.</p><p><strong>Conclusions: </strong>Communication interventions for individuals who are deafblind should be carefully designed to include the four key aspects of communication: form, function, content, and context. These aspects should be tailored to the individual's communication development level and their understanding of symbols. IPCP is important for sharing knowledge of the child and professional expertise.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1-14"},"PeriodicalIF":3.0,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450236","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":"Parental Involvement, Gender Ideologies, and Socioeconomic Factors: Implications for Early Language Development in Preschool-Aged Children.","authors":"Inês Lourenço,Mariana Pinho,Marisa Lousada","doi":"10.1044/2026_lshss-25-00246","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00246","url":null,"abstract":"PURPOSEResearch suggests that increased paternal involvement in childrearing has a positive effect on child development. However, there is a lack of knowledge about the role of fathers in their children's language development. The current study aimed to analyze the impact of parental involvement on language development of preschool children. It used a cross-sectional, correlational design to investigate the associations between parental involvement, particularly in language-promoting activities, and young children's language development, while also considering the role of parental gender ideologies and sociodemographic factors. Data were collected from 150 parents (fathers and mothers) and 80 children (average age of 47.35 ± 6.85 months), and two-family arrangements were compared. Parents completed extensive questionnaires, and children's linguistic skills were assessed using the European-Portuguese Preschool Language Assessment. The findings show that parental involvement, namely, reading to preschool children by both fathers and mothers, contributes significantly to their linguistic development, although in different ways. Parents with higher egalitarian gender ideologies tended to participate more actively in language stimulation activities. In addition, children from families with a more egalitarian division of parental tasks performed better in language development. Paternal and maternal involvement play a differentiating role in the language development of preschool children.CONCLUSIONSThese results reinforce the importance of promoting balanced parenting practices and programs that encourage the active participation of both parents from the early years of life, as well as the training of education and health care professionals, in order to value the role of the father in child development, contributing to richer contexts for child development.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"43 1","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416739","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":"A Survey of Speech-Language Pathologists' Current Clinical Practices in Setting Mastery Criteria.","authors":"Elizabeth K Schoepflin,Reem Khamis-Dakwar,Bernard S Gorman,Steven R Cox","doi":"10.1044/2026_lshss-25-00139","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00139","url":null,"abstract":"PURPOSELittle is known about the mastery criteria that school-based speech-language pathologists (SLPs) select when writing therapeutic goals. This survey study aimed to document the criteria used, determine how data are collected by school-based SLPs, and examine the underlying reasons for the criteria used.METHODThis mixed-methods survey study recruited school-based SLPs in the United States via social media and e-mail to complete an online questionnaire of up to 16 items examining mastery criteria, data collection practices, and underlying rationales. Quantitative data were analyzed using descriptive statistics, and open-ended responses were analyzed using reflexive thematic analysis.RESULTSOne hundred twenty-five school-based SLPs completed the survey. The majority of respondents reported that they used a mastery criterion of 80% accuracy across three sessions. The most frequently cited reason was the belief that their chosen criteria would promote generalization and long-term retention. Trial-by-trial continuous data collection was the most common data collection method.CONCLUSIONSFindings revealed a reliance on familiar mastery thresholds, despite emerging evidence supporting higher accuracy thresholds to promote skill maintenance and generalization. Some practices align with evidence, while others point to a need for better integration of empirical evidence into clinical decision making.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.32677956.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"147 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416730","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":"Clinical Focus: Clinical Applications of the Global TALES (Talking About Lived Experiences in Stories) Protocol for Assessment of Personal Event Narrative Language.","authors":"Lisa M Domby,Samantha C Washington","doi":"10.1044/2026_lshss-25-00126","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00126","url":null,"abstract":"PURPOSEPersonal event narratives are a universal form of discourse across cultures and languages. Developing the ability to share personal event narratives supports friendships, classroom participation, academic success, and vocational outcomes. Global TALES (Talking About Lived Experiences in Stories) is a free-access protocol with scripted prompts based on emotions and experienced events, designed to elicit personal event narratives from children and adolescents. This clinical focus article provides guidelines for the use of Global TALES in multilingual contexts, including careful translation/adaptation of the protocol, principles and methods of dynamic assessment, and procedures for analysis of personal narrative samples.METHODThe authors reviewed literature focused on the contribution of personal event narrative language to a comprehensive language assessment and intervention plan. Results explain optimal linguistic and cultural adaptation procedures applicable to the Global TALES protocol, considerations when collaborating with interpreters, administration of dynamic assessment methods compatible with eliciting and evaluating narrative language, and language sample analysis procedures appropriate for results obtained using Global TALES. The authors outline their clinical experience using Global TALES in English, Spanish, and Tz'utujil, a Mayan language.CONCLUSIONSGlobal TALES is a cross-linguistically and cross-culturally useful protocol for obtaining personal event narratives from children and adolescents, including in contexts where no other validated language assessment tools are available. The Global TALES protocol prompts focus on common experiences across various cultures and languages, and they are appropriate for the clinical assessment of personal event narrative language in both monolingual and multilingual children. Potential clinical applications of the Global TALES protocol include careful linguistic and cultural adaptation of the protocol, conducting interactionist and interventionist dynamic assessment procedures to assess expansion and \"modifiability\" of children's narrative language, and analyzing personal narrative microstructure and macrostructure elements in the elicited language samples. Results obtained using Global TALES can contribute to a comprehensive language assessment using converging evidence to determine eligibility for speech and language services for monolingual and multilingual learners. Information collected using Global TALES can also contribute to the development of appropriate intervention plans for children with developmental language disorders.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"67 1","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416756","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}