Language Speech and Hearing Services in Schools最新文献

{"title":"Misclassification of Emergent Bilinguals: Diagnostic Profiles and Policy Action for Speech-Language Pathologists.","authors":"Theresa Moen,M Adelaida Restrepo,Brandon Smith","doi":"10.1044/2026_lshss-25-00006","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00006","url":null,"abstract":"PURPOSEIn this clinical focus article, we illustrate the need for early identification and differentiation of emergent bilingual kindergarteners as English learners, students with developmental language disorder (DLD), both, or neither, given the intersection of different policies and practices in these populations. We discuss the importance of speech-language screening for bilinguals in kindergarten and call for state- and district-level policy changes to correctly distinguish each bilingual student's language and educational needs.METHODWe evaluated the language skills of 24 kindergarten emergent Spanish-English bilinguals attending elementary schools in the greater Phoenix area. We analyzed language proficiency, language assessment, school placement, and home language questionnaires.RESULTSA little over half of the students (54.2%) were placed correctly based on our assessments; however, the remaining 11 students (45.8%) fell into the following three diagnostic profiles: (a) underidentification of DLD, (b) overidentification of DLD, and (c) overidentification of English learners. We illustrate these potential scenarios of misidentification and make recommendations on how changes to initial English learner identification and the early involvement of speech-language pathologists (SLPs) can help avoid student misclassifications and long-term negative repercussions.CONCLUSIONDistrict- and state-level policymakers should consider adding questions to their home language survey, and SLPs should advocate for early speech-language screenings for emergent bilingual kindergarteners to correctly differentiate students who may require English language programming, special education services, both, or neither.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.32609181.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"21 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416762","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":"Veahkkálaga-Growing Stronger Together: Sámi Children's Communication Rights.","authors":"Camilla Adleide Porsanger,Karianne Berg","doi":"10.1044/2026_lshss-25-00217","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00217","url":null,"abstract":"PURPOSEThis viewpoint article examines how Sámi children are supported within the Norwegian education system. While Article 2 and Article 30 in the United Nations Convention on the Rights of the Child affirm Indigenous children's rights to language and culture, the question remains: What is required to ensure that the rights of Sámi children with speech, language, and communication needs are fully upheld in practice? This article explores whether current policies and practices ensure inclusion and cultural recognition for this group.METHODUsing a viewpoint approach, this article critically reflects on national policy documents and existing research on Sámi education, with a focus on children with speech, language, and communication needs.RESULTSNorway has established strong legal and policy frameworks to support Sámi language and culture in education. Despite this, significant barriers remain in practice to fully reflect both individual and cultural identities for Sámi children, posing particular challenges for those with speech, language, and communication needs.CONCLUSIONSSámi perspectives are limited in special education, and mechanisms for including these children's voices in planning and research are underdeveloped. Tailored, culturally responsive approaches are needed, along with further research and stronger Indigenous involvement in special education.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"43 1","pages":"1-6"},"PeriodicalIF":2.4,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416755","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":"Supporting Language Sample Analysis in Practice Using the Active Implementation Frameworks.","authors":"John Heilmann,Karen Andriacchi,Alyssa Wojtyna","doi":"10.1044/2026_lshss-25-00188","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00188","url":null,"abstract":"PURPOSEFormalized language sample analysis (LSA), which uses standardized protocols and validated, software-supported transcription and analysis methods, is an evidence-based approach to assessing spoken language disorders. However, most school-based speech-language pathologists (SLPs) have reported that system-level barriers substantially limit their ability to use formalized LSA. This study applied the Active Implementation Frameworks to evaluate how guided implementation supports may promote the uptake of formalized LSA among school-based SLPs and to examine their effects on key implementation outcomes.METHODSLPs were assigned to a guided implementation group (training, services, and expert-facilitated discussion) or a self-directed group (free resources only). Using a convergent mixed-methods design, we assessed fidelity, acceptability, adoption, and appropriateness.RESULTSSLPs in the guided group demonstrated high fidelity and rated implementation supports as acceptable. Adoption of formalized LSA increased from 0% to 100% in the guided group, compared to a modest increase in the self-directed group. Appropriateness showed mixed patterns across groups: Compatibility differed significantly, whereas self-efficacy did not. Qualitative findings helped explain these distinctions by illustrating how guided supports influenced clinicians' perceptions of LSA's fit and feasibility.CONCLUSIONSGuided support enhances LSA adoption and fidelity. Sustained use requires attention to both competency and organization drivers. Implementation science frameworks help identify barriers and guide strategies for translating evidence-based practices into routine use.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.32764518.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148416754","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":"Assessing School-Based Speech-Language Pathologists' Perspectives on Neurodiversity-Affirming Practices for Autistic Students.","authors":"Kelsey H DeMonte, Mirza J Lugo-Neris, Bridget J Perry","doi":"10.1044/2026_LSHSS-25-00080","DOIUrl":"10.1044/2026_LSHSS-25-00080","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to examine current school-based speech-language pathologists' (SLPs') perspectives on neurodiversity-affirming (ND-affirming) practices for autistic students and how their current clinical practices align with ND-affirming practices.</p><p><strong>Method: </strong>A total of 150 school-based SLPs completed an original online survey in its entirety. The survey contained 5-point Likert scale items (ranging from <i>strongly disagree</i> to <i>strongly agree</i>) as well as multiple-choice questions. Survey items were used to determine school-based SLP beliefs in the purpose of speech-language therapy services for autistic students and their perspectives on ND-affirming practices for this population.</p><p><strong>Results: </strong>Although almost 92% of participants reported awareness of the neurodiversity movement, a majority of participants (54%) reported a lack of confidence in writing goals and providing therapy to autistic students in an ND-affirming way. Participants reported social media as the most popular source of information related to the neurodiversity movement. When presented with goal areas and therapy approaches that were either ND-affirming or based on the medical model of disability, only 2% of participants responded to all of the goal area statements in a way that aligned with ND-affirming practices, and just under 3% of participants responded to all of the therapy approach statements in a way that aligned with ND-affirming practices.</p><p><strong>Conclusions: </strong>Based on participant responses to statements related to the practical implementation of ND-affirming practices, most school-based SLPs did not demonstrate alignment with goal writing and treatment approaches that are ND-affirming. This suggests that school-based SLPs may benefit from further education on ND-affirming practices in order to successfully implement these strategies in their workplaces.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"926-951"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148058367","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 Unique Voice Profile of Children With Auditory Brainstem Implants: A Novel Study on Voice Onset Time.","authors":"İsa Tuncay Batuk, Beyza Demirtaş Yılmaz, Merve Ozbal Batuk, Gonca Sennaroğlu, Levent Sennaroğlu","doi":"10.1044/2026_LSHSS-25-00161","DOIUrl":"10.1044/2026_LSHSS-25-00161","url":null,"abstract":"<p><strong>Purpose: </strong>A limited body of research has investigated temporal speech production parameters in children with auditory brainstem implants (ABIs). This study aimed to compare voice onset time (VOT) production profiles in pediatric users of unilateral cochlear implants (CIs), bilateral CIs, and ABIs with an age-matched normal-hearing (NH) control group.</p><p><strong>Method: </strong>Seventy native Turkish-speaking children (24 with NH, 17 with unilateral CI, 20 with bilateral CI, and nine with ABI) participated in the study. VOT values were acoustically measured from 18 real words containing initial voiced and voiceless stop consonants across different vowel contexts using Praat software.</p><p><strong>Results: </strong>Significant between-group differences were observed for both voiceless and voiced plosives. For voiceless plosives (requiring long-lag aspiration), all implant groups produced significantly shorter VOTs than their NH peers, with the ABI group demonstrating the shortest values. For voiced plosives (requiring true prevoicing), CI users deviated significantly from NH norms; remarkably, however, ABI users successfully achieved prevoicing, showing no significant difference from the NH group. Furthermore, within-group analyses revealed that the implant groups lacked the consistent vowel-driven anticipatory coarticulation observed in the NH group.</p><p><strong>Conclusions: </strong>Severe degradation of the auditory feedback loop affects VOT production differently across auditory device types. Children with ABIs exhibit a unique compensatory profile characterized by preserved temporal accuracy for low-frequency voiced targets but with significant deficits for high-frequency voiceless targets. For speech-language pathologists working in school settings, these findings underscore the necessity of designing device-specific and language-sensitive interventions-particularly targeting precise laryngeal coordination-to support speech intelligibility and phonological development in this clinical population.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.32677827.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1017-1032"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279771","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":"Teachers' Knowledge, Attitudes, and Behaviors Regarding Hearing Loss and Inclusive Education.","authors":"İrem Sendesen, Gurbet İpek Şahin Kamışlı, Gamze Sönmez","doi":"10.1044/2026_LSHSS-25-00251","DOIUrl":"10.1044/2026_LSHSS-25-00251","url":null,"abstract":"<p><strong>Objective: </strong>This study assessed the knowledge levels of classroom teachers concerning students with hearing loss (HL) and hearing aids (HAs) and examined the complex interrelationships between this knowledge, their inclusive classroom behaviors, and their attitudes.</p><p><strong>Method: </strong>A descriptive survey model was employed with a sample of 200 classroom teachers from diverse urban, rural, public, and private schools. Data were collected using a demographic form, the Teacher Questionnaire on Hearing Loss and Hearing Aids, and the Inclusive Education Attitude Scale. Nonparametric statistical analyses, including correlation tests, group comparisons, and multiple regression, were conducted. Advanced analytical methods were also used to validate the findings.</p><p><strong>Results: </strong>Teachers demonstrated a moderate level of knowledge related to HL/HAs while maintaining generally positive attitudes toward inclusion. A significant training gap was identified, as the vast majority of participants reported no formal education on childhood HL. Factual knowledge emerged as the most robust predictor of supportive classroom behaviors, a finding consistently supported by both regression and machine learning analyses. Notably, a negative correlation was observed between proactive inclusive behaviors and teachers' perceptions of structural support. Furthermore, significant disparities were identified based on school type and location, with higher competency levels observed in urban and private school settings.</p><p><strong>Conclusions: </strong>The findings indicate that teacher readiness for including students with HL is characterized by positive intentions but is hampered by significant knowledge gaps and contextual inequalities. Effective inclusion requires a multifaceted approach: enhancing teacher training with practical, knowledge-based modules; fostering sustainable professional development and collaboration; moving beyond a deficit view of disability; and implementing policies that bridge resource gaps between schools to ensure all students with HL receive equitable support.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"916-925"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147789397","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":"\"An Unequal Two-Way Endeavor\": Building Harmonious Collaboration Between Itinerant Speech-Language Pathologists and Teachers.","authors":"Jo-Hsuan Chen, Bo-Ting Chen, Jasin Wong","doi":"10.1044/2026_LSHSS-25-00231","DOIUrl":"10.1044/2026_LSHSS-25-00231","url":null,"abstract":"<p><strong>Purpose: </strong>This study explored how itinerant speech-language pathologists (SLPs) and school teachers in Taiwan collaborate to deliver effective speech-language therapy (SLT) within a teacher-centered model. Whereas school-based SLT in many Western contexts typically involves therapists embedded full-time within schools, Taiwan relies primarily on an itinerant service model in which SLPs travel across multiple schools with limited onsite presence. This structural difference requires intensive interprofessional coordination to support students with speech, language, and communication needs.</p><p><strong>Method: </strong>Using a phenomenological approach, semistructured interviews were conducted with 10 itinerant SLPs and 10 teachers who had established positive collaborative relationships. Data were analyzed through thematic analysis to identify shared characteristics and strategies that fostered effective collaboration. Reflexive procedures, double coding, and member checking enhanced analytic rigor and trustworthiness.</p><p><strong>Results: </strong>Three themes captured the essence of harmonious SLP and teacher collaboration: relationships evolving from shared goals to professional friendship; a three-partner waltz among SLPs, teachers, and parents to promote student growth; and collaboration transforming into colearning. Findings revealed that itinerant SLT operates as an unequal two-way endeavor, teacher centered yet reciprocal, where SLPs adapt to teachers' needs, communicate empathetically, and translate clinical expertise into classroom practice. Teachers, in turn, actively engage in implementation, feedback, and professional learning.</p><p><strong>Conclusions: </strong>Itinerant SLT in Taiwan represents a relationship-driven and context-responsive model distinct from Western school-based frameworks. Trust, adaptive communication, and mutual learning are central to effective collaboration. These insights highlight how teacher-centered yet professionally grounded approaches can enhance inclusive educational practices.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"968-982"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148159002","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":"<i>La Jaula de Oro</i>: An Examination of Latinx Bilingual Adolescents' Translingual Practices and Language Outcomes in Critical Thinking and Complex Language Production.","authors":"Cecilia Del Carmen Perez, Nahar Albudoor, Joseph Hin Yan Lam, Daisy Araiza, Jennifer Vazquez, Melissa Carreon, Elizabeth D Peña","doi":"10.1044/2026_LSHSS-25-00033","DOIUrl":"10.1044/2026_LSHSS-25-00033","url":null,"abstract":"<p><strong>Purpose: </strong>This study uses a translanguaging orientation in assessment design. A translanguaging orientation adopts a poststructuralist view of multilingual practices. In the current application to measurement, we take a positivist approach, wherein we measure languages independently and general language use-or a translanguaging condition. In measuring \"languaging practices,\" we used this design to quantify Latinx adolescents' use of critical thinking language, language complexity, and productivity when they are translanguaging and discussing culturally situated narratives, <i>corridos</i>.</p><p><strong>Method: </strong>Fifty Latinx adolescents listened to and discussed Spanish <i>corridos</i> and English ballads in three different languaging conditions: closed Spanish, closed English, and translanguaging. Responses were audio-recorded, transcribed, and coded for indices of critical thinking language (i.e., metacognitive terms), language complexity (i.e., mean length of utterance in words, clausal density), and language productivity (i.e., total number of words and number of different words). Outcomes were compared across the language conditions.</p><p><strong>Results: </strong>Differences emerged in the use of critical thinking language, language complexity, and productivity based on language condition and age. There was no significant difference in the use of critical thinking language between the translanguaging and closed-English conditions, but there was less use in the closed-Spanish condition. Adolescents showed significantly greater language complexity and productivity when translanguaging than when using only Spanish or English. Older participants significantly outperformed younger participants on some measures of language complexity and productivity.</p><p><strong>Conclusions: </strong>This study underscores the value of allowing adolescents to employ their entire linguistic repertoire. Translanguaging and the use of culturally situated narratives enable opportunities to practice various features of \"home\" languages and positively affirm Latinx adolescents' cultural-linguistic identities and practices.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.32316378.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"983-999"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007038","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":"Enhancing Clinical Practice Through Research: Tools for School-Based Speech-Language Pathologists.","authors":"Gabriella Reynolds, Ellie Cooper","doi":"10.1044/2026_LSHSS-25-00086","DOIUrl":"10.1044/2026_LSHSS-25-00086","url":null,"abstract":"<p><strong>Purpose: </strong>Speech-language pathologists (SLPs) in the school setting need to efficiently locate, evaluate, and utilize research evidence in their clinical practice. This tutorial provides resources focused on the foundational aspects of evidence-based practice (EBP) and its application for SLPs to implement research into clinical practice.</p><p><strong>Method: </strong>This tutorial (a) reviews study design and discusses clinical questions best suited to each; (b) provides key tips for extracting information from main sections of research articles; (c) discusses the use of generative artificial intelligence (AI) as a clinical and research tool, including actionable steps and examples for using AI in EBP; and (d) provides detailed strategies to increase interaction with research beyond reading articles.</p><p><strong>Results: </strong>School-based SLPs can utilize the information and strategies provided to increase their confidence in evaluating research literature, applying information, and incorporating resources from research articles into their clinical practice.</p><p><strong>Conclusions: </strong>This tutorial equips school-based SLPs with actionable steps and concrete tools to increase ease and efficiency of applying research evidence into clinical practice. It provides guidance on different study designs, practical strategies to review research articles, and a case study demonstrating these strategies as well as discusses the potential use of AI to support clinicians in generating clinical questions and the steps of the EBP process.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.31652170.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"661-673"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147516811","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 My Way of Being a Person\": A Preliminary Interprofessional Inquiry Into the Social-Emotional Needs of Elementary Students With Communication Disorders.","authors":"Naomi H Rodgers, Hannah Greene, Yanchen Zhang, Philip N Combiths, Elizabeth A Walker","doi":"10.1044/2026_LSHSS-25-00075","DOIUrl":"10.1044/2026_LSHSS-25-00075","url":null,"abstract":"<p><strong>Purpose: </strong>In this preliminary inquiry, we sought perspectives from elementary school speech-language pathologists (SLPs) and counselors regarding the social-emotional learning (SEL) needs of elementary students with communication disorders.</p><p><strong>Method: </strong>In a virtual focus group, three school SLPs and three school counselors shared their experiences supporting the SEL of elementary students with communication disorders, including available resources and areas for improvement. We used reflexive thematic analysis to develop multilevel themes from the focus group, which were contextualized with quantitative survey data from a separate sample of 30 elementary school SLPs regarding their views on SEL.</p><p><strong>Results: </strong>We derived three overarching themes from the focus group: (a) Elementary students with communication disorders face unique social-emotional challenges in school, even if they are not aware of them at the time; (b) SLPs often target SEL skills with elementary students with communication disorders, even if they were not formally trained in it; and (c) SLPs and counselors have distinct yet complementary experiences and tools to support SEL of elementary students with communication disorders. The quantitative survey data further characterized five subthemes identified from the focus group, providing a richer understanding of the data.</p><p><strong>Conclusions: </strong>These preliminary findings highlight the unique SEL needs of young students who navigate communication adversity in their daily lives. School SLPs and counselors called for enhanced training, both within and across their respective disciplines, underscoring the need for expanded research and training in how to effectively support SEL of students with communication disorders.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.32649186.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1000-1016"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260641","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}