Language Speech and Hearing Services in Schools最新文献

{"title":"What School-Based Speech-Language Pathologists Need to Know About Pediatric Swallowing and Feeding Development and Disorders.","authors":"Raquel Garcia","doi":"10.1044/2023_LSHSS-23-00030","DOIUrl":"10.1044/2023_LSHSS-23-00030","url":null,"abstract":"<p><strong>Purpose: </strong>School-based speech-language pathologists are at the frontline for treating children with pediatric feeding disorders (PFDs). Often, speech-language pathologists are the primary allied health professionals who are charged with maximizing safety, supporting nutrition and neurodevelopmental growth. Due to the increasing need for assessment and treatment of PFDs in schools, it is fundamental that PFDs and dysphagia are detected, differentially diagnosed, and addressed to support developing children. This tutorial addresses the anatomy, physiology, and development of functional feeding and swallowing patterns across the spectrum of childhood for both PFDs and dysphagia.</p><p><strong>Method: </strong>A clinical expert review of the anatomy, physiology, and development of functional feeding and swallowing patterns in children across the spectrum of childhood will be completed.</p><p><strong>Conclusions: </strong>The aim of this tutorial is to support school-based speech-language pathologists in their understanding of the anatomy and physiology of feeding and swallowing. School-based speech-language pathologists should complete this tutorial with an increased understanding and breadth of knowledge related to typical anatomy and physiology versus atypical or disordered presentations. This tutorial would support school-based speech-language pathologists in determining whether a child presents with characteristics of oropharyngeal dysphagia and/or a PFD.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"458-468"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503245","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":"Pediatric Feeding Disorder and the School-Based Speech-Language Pathologist: An Evidence-Based Update for Clinical Practice.","authors":"Emily M Homer","doi":"10.1044/2024_LSHSS-23-00011","DOIUrl":"10.1044/2024_LSHSS-23-00011","url":null,"abstract":"<p><strong>Purpose: </strong>This prologue introduces the forum \"Pediatric Feeding Disorder and the School-Based SLP: An Evidence-Based Update for Clinical Practice\" and informs the reader of the scope of articles presented.</p><p><strong>Method: </strong>The guest prologue author provides a brief history of pediatric feeding and swallowing services in the public-school setting, including previous forums on swallowing and feeding services in the schools (Logemann & O'Toole, 2000; McNeilly & Sheppard, 2008). The concepts that have been learned since the 2008 forum are shared. The contributing authors in the forum are introduced, and a summary is provided for each of the articles.</p><p><strong>Conclusions: </strong>The articles provide evidence-based information on topics that are uniquely of interest to school-based speech-language pathologists managing pediatric feeding and swallowing in their districts. The topics shared in this forum range from relevant information on anatomy, physiology, developmental milestones, and differential diagnosis to therapeutic practice when identifying and treating pediatric feeding and swallowing in the school setting. The forum also includes focused articles on the necessity of collaboration with families during the treatment process, current information on legal parameters dealing with school-based pediatric feeding disorder services, and a framework for assessment and treating pediatric feeding disorder in the school setting.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"389-393"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337687","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":"Filling in the Blank: The Development of a Writing Screener for Elementary School Students Who Speak African American English.","authors":"Arynn S Byrd, Kathleen Oppenheimer, Rebecca Silverman, Jan Edwards","doi":"10.1044/2023_LSHSS-23-00131","DOIUrl":"10.1044/2023_LSHSS-23-00131","url":null,"abstract":"<p><strong>Purpose: </strong>Clinicians are tasked with using culturally and linguistically appropriate tools to evaluate oral and written language development accurately. However, limited tools account for linguistic diversity in writing. This gap can lead to under- and overdiagnosis of students who speak nonmainstream dialects. This study addressed that gap by developing a writing task to identify nonmainstream dialect features in the writing of early elementary school students. We describe the development, feasibility, and results of pilot testing of the task.</p><p><strong>Method: </strong>One hundred fifty-one first and second graders participated in the study as part of a larger study of nonmainstream dialect use. Students completed standardized literacy and language assessments and the researcher-developed writing task. The writing task used a novel fill-in-the-blank format to identify morphological features that vary between Mainstream American English and nonmainstream varieties such as African American English.</p><p><strong>Results: </strong>Second-grade students performed better on the writing task than first graders, and writing performance was strongly related to standardized literacy scores. Literacy skills were the strongest predictor of Mainstream American English use in writing, but spoken dialect use also correlated with written dialect use.</p><p><strong>Conclusions: </strong>The writing task captured dialect use in early elementary school students' writing, and students' performance on standardized literacy measures predicted written dialect features. These results are a first step toward developing a standardized measure to help professionals appropriately diagnose written expression disorders within linguistically diverse students.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25079891.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"598-606"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673661","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":"How Inclusive Practice Increases the Educational Relevance of Individualized Education Programs.","authors":"John J Heilmann, Andrea Bertone, Alyssa Wojtyna","doi":"10.1044/2023_LSHSS-23-00088","DOIUrl":"10.1044/2023_LSHSS-23-00088","url":null,"abstract":"<p><strong>Purpose: </strong>Individuals with Disabilities Education Act guidelines for Individualized Education Programs (IEPs) require that students with disabilities should, to the fullest extent appropriate, receive services that promote academic achievement that are delivered within the general educational environment. In this clinical focus article, we will demonstrate how the inclusive practice service delivery model can assist speech-language pathologists (SLPs) with the development of educationally relevant IEPs.</p><p><strong>Method: </strong>Twelve SLPs who saw at least 30% of their students in a general education context shared their perspectives on inclusive practice. Their responses were transcribed and coded using deductive qualitative analysis. Their insights were combined with relevant literature to demonstrate how inclusive practice promotes educationally relevant IEPs.</p><p><strong>Results: </strong>We provided practical examples of using curriculum-based assessments and academic standards to gauge students' present levels of academic and functional performance. We next described how engaging with the school community and observing students in the educational environment assists with determining the effects of a student's disability on academic achievement and functional performance. We concluded by describing how an inclusive mindset helps to align services to meet students' needs.</p><p><strong>Conclusion: </strong>An inclusive framework can help create IEPs that promote students' access, engagement, and progress in age or grade-level curriculum, instruction, and environments by highlighting the impact of a disability on academic achievement and functional performance.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.24354319.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"231-248"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488862","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":"Conflict Engagement for Individualized Education Program Team Members.","authors":"Gregory Abell","doi":"10.1044/2023_LSHSS-23-00093","DOIUrl":"10.1044/2023_LSHSS-23-00093","url":null,"abstract":"<p><p>As professionals working in schools, we are often expected to function as teams to meet the unique needs of the children, youth, and families we serve. This provides us the opportunity to work with people of diverse experience, perspective, and expertise. In this context, we will encounter conflict. How we engage this challenge will ultimately determine what is possible. Conflict has the potential to be productive or destructive. Our individual and collective experience with conflict is based on the choices we make in our engagement of this shared experience. Ineffective conflict engagement practices will often compromise trust, erode social capital, and challenge psychological safety. This may result in individual and collective disengagement from the pursuit of a shared objective and be manifested in the avoidance of, and unwillingness to, engage critical complex challenges. We can individually and collectively adopt practices and develop skills for aligning our actions and speaking with what we say we believe that there is value in diversity of experience and perspective. New learning, innovation, and creativity are born in the context of conflict. Effective and intentional conflict engagement practices have the potential to build trust, build social capital, increase the possibilities for innovation and creativity, and improve the capacity to address complex challenges. We can learn to leverage conflict to better serve the needs of the children, youth, and families we serve. In this viewpoint article, we will explore the role of conflict in shared learning, innovation, and creativity in service of children with special needs.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"381-388"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139040933","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":"Special Education Assessment: Practices That Support Eligibility and Intervention.","authors":"Lissa A Power-deFur","doi":"10.1044/2023_LSHSS-23-00077","DOIUrl":"10.1044/2023_LSHSS-23-00077","url":null,"abstract":"<p><strong>Purpose: </strong>Federal special education requirements specify that information districts must gather and review during the process of finding a student eligible for special education and developing a student's Individualized Education Program (IEP). The purpose of this tutorial is to describe the federal requirements related to evaluation and assessment and to apply best practices in assessment to those expectations, thereby enhancing teams' ability to identify students' strengths and needs, determine eligibility for services, and create high-quality IEPs.</p><p><strong>Method: </strong>This tutorial includes a detailed review of the Individuals with Disabilities Education Act (IDEA) statute and regulations and the U.S. Department of Education guidance related to evaluation, assessment, and IEP development. The tutorial also reflects on an analysis of existing data regarding the identification of students with speech-language impairment in one state and a narrative review of the current literature related to assessment and its role in intervention planning.</p><p><strong>Results: </strong>The results indicate that the IDEA requires rigorous evaluation and assessment practices to determine eligibility (evaluation) and identify students' unique strengths and needs for intervention (assessment). By adhering to these requirements and employing evidence-based assessment practices, speech-language pathologists (SLPs) can be assured that they are gathering accurate and useful information. This information is fundamental to developing an IEP that will support students' acquisition of the knowledge and skills needed to progress in the general curriculum.</p><p><strong>Conclusions: </strong>This tutorial reviews federal requirements related to assessment and links these with best practices in assessment, to facilitate compliance with federal evaluation requirements and IEP development in a manner that meets the needs of all students. SLPs can rely on the IDEA for guidance in completing their special education evaluations and assessments, using this as a framework for employing evidence-based assessment practices.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"336-348"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138809587","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":"Go Team Go! Interprofessional Practice for Pediatric Feeding in the Schools.","authors":"Michelle L W Dawson, Angie Neal, Kristen West","doi":"10.1044/2023_LSHSS-23-00017","DOIUrl":"10.1044/2023_LSHSS-23-00017","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this clinical focus article is to discuss processes and procedures for building school-based programs to address the feeding and swallowing needs of students in the public-school setting. Interprofessional practice (IPP) team member roles and responsibilities, screening, eligibility, considerations for developing Individualized Education Programs that address the needs of students with pediatric feeding disorder (PFD) and dysphagia, as well as billing documentation requirements, are discussed. Additionally, coordination across the continuum of service delivery for students with PFD and dysphagia is investigated. Guidance on documentation, processes, and procedures that comply with the Individuals with Disabilities Education Act mandates will be provided.</p><p><strong>Conclusions: </strong>This clinical focus article will demonstrate that students with PFD and dysphagia continue to present to public schools and require skilled services and supports in order to meet their individualized needs. School-based speech-language pathologists have a legal requirement to provide these supports when deemed educationally relevant. Schools must employ processes and procedures that result in the timely and effective evaluation and identification of students with PFD and dysphagia. An IPP approach to the management of PFD and dysphagia is critical to ensure optimal outcomes for students found eligible for services.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"394-408"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139473123","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":"Measuring Linguistic Growth in Sentence-Level Writing Curriculum-Based Measures: Exploring Complementary Scoring Methods.","authors":"Emily A Reno, Kristen L McMaster","doi":"10.1044/2023_LSHSS-23-00056","DOIUrl":"10.1044/2023_LSHSS-23-00056","url":null,"abstract":"<p><strong>Purpose: </strong>Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing.</p><p><strong>Method: </strong>LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters. Factorial analyses of variance with post hoc Bonferroni pairwise comparisons were applied after obtaining alternate-form reliability and criterion-related validity estimates.</p><p><strong>Results: </strong>Analyses revealed reliable discrimination between grades and significant growth between fall and spring semesters for three LSA metrics: mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words. While mean length of T-unit in words and morphemes demonstrated evidence of discrimination and growth in first grade only, number of different words showed evidence of reliable discrimination and growth in first and third grades.</p><p><strong>Conclusions: </strong>Mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words showed evidence of adequate criterion-related validity, discrimination among grades, and sensitivity to growth when calculated using PW CBM-W samples to gauge underlying linguistic skills in first- and third-grade students. Implications and future directions for research are discussed.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25050290.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"529-544"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139572202","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":"Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.","authors":"Sarah D Wainscott, Kelsey Spurgin","doi":"10.1044/2023_LSHSS-22-00088","DOIUrl":"10.1044/2023_LSHSS-22-00088","url":null,"abstract":"<p><strong>Purpose: </strong>Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports.</p><p><strong>Method: </strong>This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports.</p><p><strong>Conclusions: </strong>An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"473-494"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139704042","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":"Narrative Intervention for Preschoolers Who Are Deaf and Hard of Hearing Using Listening and Spoken Language: A Pilot Study.","authors":"Kameron C Carden, Robin A McWilliam, Ragan H McLeod, Megan P Fedewa","doi":"10.1044/2023_LSHSS-23-00063","DOIUrl":"10.1044/2023_LSHSS-23-00063","url":null,"abstract":"<p><strong>Purpose: </strong>This pilot study aimed to examine the effects of a caregiver-supported, narrative-based intervention program on the story retelling skills of a group of preschoolers who are deaf and hard of hearing (D/HH) using listening and spoken language (LSL).</p><p><strong>Method: </strong>A concurrent multiple baseline design across participants was used to determine the effect of a narrative intervention on the story retelling skills of three preschool-age participants who demonstrated complex language delays. Their primary caregivers also functioned as participants. The 6-week narrative intervention program was implemented using a caregiver coaching model during individual therapy sessions. The dependent variable probes were administered twice per week across phases to assess the preschool participants' story retelling skills, including story grammar, complexity, and completeness. Social validity was also evaluated using a caregiver questionnaire.</p><p><strong>Results: </strong>A functional relation was demonstrated between the intervention and story retelling across all three preschool participants with notable increases in the inclusion of story grammar elements and episodic completeness. All three participants maintained scores above baseline levels on dependent variable probes across the 6-week maintenance period. Social validity was strong according to the results of a caregiver questionnaire completed at the conclusion of the intervention.</p><p><strong>Conclusion: </strong>These findings offer preliminary support for the use of a caregiver-supported, narrative-based intervention program to improve storytelling and retelling skills in preschoolers who are D/HH using LSL.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"510-528"},"PeriodicalIF":2.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139432600","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}