Language Speech and Hearing Services in Schools最新文献

{"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":"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}

{"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":"Supporting Speech-Language Pathologists in Schools With Interdisciplinary Team Science: A Viewpoint From the National Artificial Intelligence Institute for Exceptional Education.","authors":"Carol A Miller, Hedda Meadan, Abbie Olszewski, Julie A Kientz, Jinjun Xiong","doi":"10.1044/2025_LSHSS-24-00113","DOIUrl":"10.1044/2025_LSHSS-24-00113","url":null,"abstract":"<p><strong>Purpose: </strong>Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses a challenging problem for CSD practitioners: meeting the needs of young children with speech and language disabilities for screening and intervention using artificial intelligence-augmented technologies.</p><p><strong>Method: </strong>The article draws from the research literature on the science of team science to describe common challenges faced by interdisciplinary teams and recommended practices to resolve the challenges. Throughout, we provide examples from the National Artificial Intelligence Institute for Exceptional Education to illustrate team science challenges and how they can be addressed.</p><p><strong>Conclusions: </strong>Readers are encouraged to embrace interdisciplinary teamwork to advance the science of CSD. We recommend seeking out training in team science, advocating for professional development opportunities, and institutional support for team science to maximize its benefits for the field.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"431-438"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804725","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":"Teletherapy and Multi-Tiered System of Support: Synergies and Challenges for School-Based Speech-Language Pathologists.","authors":"Lesley Sylvan, Madeleine Gouck, Madelyn Kwak","doi":"10.1044/2024_LSHSS-24-00088","DOIUrl":"10.1044/2024_LSHSS-24-00088","url":null,"abstract":"<p><strong>Purpose: </strong>This exploratory study examines the intersection of teletherapy and multi-tiered system of support (MTSS) in school-based speech-language services and explores ways in which the challenges related to MTSS vary by service delivery modality.</p><p><strong>Method: </strong>This study involved 10 interviews with five speech-language pathologists (SLPs) who have had experience in both in-person and teletherapy-based positions and were working for the same educational agency as teletherapists during the 2023-2024 school year. Qualitative data were collected about unique facilitators and barriers teletherapists face concerning MTSS and how the defining features of teletherapy (e.g., technology and on-site facilitation with a remote SLP) impact their engagement with MTSS in both helpful and constraining ways.</p><p><strong>Results: </strong>Participants, all of whom worked remotely with students attending schools in person, identified a number of opportunities and challenges related to engagement with MTSS. Some challenges were identified as common to both face-to-face and remote work (e.g., misunderstandings related to the role of SLPs in MTSS). Others were unique to teletherapy in ways that made implementation easier (e.g., intentionally planned and focused conversations) as well as harder (e.g., lack of visibility and spontaneity). There were pros and cons of how technology and on-site facilitation impacted MTSS implementation.</p><p><strong>Conclusion: </strong>As teletherapy and prevention-oriented work gain prominence in the postpandemic reality, this study offers initial insights into the synergies and challenges of engaging with the MTSS as a school-based teletherapist.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"304-324"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081470","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 Chinese Phonetic Radicals Enhances Reading Fluency in Chinese-Speaking Children With Hearing Loss.","authors":"Boquan Liu, Jinwei Lan","doi":"10.1044/2025_LSHSS-24-00077","DOIUrl":"10.1044/2025_LSHSS-24-00077","url":null,"abstract":"<p><strong>Purpose: </strong>Children with hearing loss (HL) experience challenges in sound-related knowledge and techniques for manipulating sounds, which can affect their reading fluency. This study aims to use the unique phonetic, semantic, and visual integration of Chinese characters to access phonological information through visual representation, thereby helping Chinese-speaking children with HL improve their reading fluency.</p><p><strong>Method: </strong>Forty-eight children with HL participated in the study and were divided into two groups. The experimental group received specialized training in Chinese phonetic radicals, while the control group did not. The changes in reading fluency between the pretest and posttest were compared by statistical analysis between the two groups.</p><p><strong>Results: </strong>The control group, which did not receive the specialized training in Chinese phonetic radicals, showed no significant difference in reading fluency between the pretest and posttest. In contrast, the experimental group demonstrated a significant improvement in reading fluency in the posttest after receiving the specialized training.</p><p><strong>Conclusion: </strong>Utilizing the unique phonetic, semantic, and visual integration of Chinese characters, specialized training in Chinese phonetic radicals can significantly enhance the reading fluency of Chinese-speaking children with HL.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"372-379"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733087","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":"School-Based Speech-Language Pathologists' Perceptions of Collaborative Language and Literacy Instruction With General Education Teachers: A Survey.","authors":"Danika L Pfeiffer, Michelle McOsker, Erin Stehle Wallace","doi":"10.1044/2025_LSHSS-24-00095","DOIUrl":"10.1044/2025_LSHSS-24-00095","url":null,"abstract":"<p><strong>Purpose: </strong>This purpose of this national survey study was to assess K-5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers.</p><p><strong>Method: </strong>The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies.</p><p><strong>Results: </strong>One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support.</p><p><strong>Conclusions: </strong>Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"397-417"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784512","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":"Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables.","authors":"Estelle Ardanouy, Hélène Delage, Pascal Zesiger","doi":"10.1044/2024_LSHSS-24-00032","DOIUrl":"10.1044/2024_LSHSS-24-00032","url":null,"abstract":"<p><strong>Purpose: </strong>Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills such as expressive spelling, reading fluency, nonverbal reasoning, and receptive vocabulary to children's sensitivity of these graphotactic regularities.</p><p><strong>Method: </strong>One thousand one hundred one French-speaking children in Grades 1-5 completed a writing under a dictation task, a text reading fluency task, and a pseudo-orthographic choice task involving different graphotactic regularities. These regularities fell into two categories: legal versus illegal, which defines the legality of letter strings in French, and frequent versus less frequent, which refers to acceptable letter strings that vary in frequency of occurrence either at the beginning or end of a word.</p><p><strong>Results: </strong>The results of a repeated-measures analysis of variance showed a developmental difference between graphotactic regularity categories. The frequent versus infrequent patterns developed faster than the legal versus illegal patterns until reaching a point of equivalence in Grade 3. At Grades 4 and 5, legal versus illegal graphotactic regularities progressed more quickly while frequent versus less frequent regularities progressed more slowly. Furthermore, generalized linear mixed-model analyses for both types of graphotactic regularities revealed that they were affected by grade, expressive spelling, reading fluency level, and nonverbal reasoning.</p><p><strong>Conclusions: </strong>This study provides evidence of developmental differences in sensitivity to graphotactic regularities according to the type of regularity studied. Reading fluency and expressive spelling skills contribute to graphotactic regularity sensitivity. Higher scores in expressive spelling, reading fluency, nonverbal reasoning, and an older age were related to higher skills in identifying legal versus illegal graphotactic regularities. Such findings can contribute to educational, clinical, and research applications.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"267-280"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958871","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}