Language Speech and Hearing Services in Schools最新文献

{"title":"Effect of Verbal Working Memory Training on Auditory Processing Abilities, Working Memory, and Listening Effort in Children With Central Auditory Processing Disorders.","authors":"H L Spandita, Chandni Jain","doi":"10.1044/2026_LSHSS-25-00120","DOIUrl":"10.1044/2026_LSHSS-25-00120","url":null,"abstract":"<p><strong>Purpose: </strong>The study aimed to assess the effect of verbal working memory (WM) training on auditory processing abilities, WM, and listening effort (LE) in children with central auditory processing disorders ((C)APD).</p><p><strong>Method: </strong>The study involved 20 children aged 9-12 years who were diagnosed with (C)APD and were divided into two groups: the verbal WM training group (received 18 sessions of training using digit span and 2 N-back tasks) and the placebo training group (watched and listened to short stories on a computer). Assessments were carried out at three time points (pretraining, posttraining assessment 1, and posttraining assessment 2) to evaluate the training effects. The tests for pretraining and posttraining assessments included auditory processing tasks (speech perception in noise-Indian English, gap detection test, duration pattern test, and dichotic consonant-vowel test), verbal WM tasks (revised auditory memory and sequencing test in Indian English and nonword repetition), visuospatial WM tasks (operation and reading span), and LE tasks (dual-task paradigm).</p><p><strong>Results: </strong>The results showed that verbal WM training significantly improved auditory processing abilities, verbal WM, visuospatial WM, and LE from pretraining to posttraining assessments 1 and 2, with no significant differences between posttraining assessments 1 and 2, indicating benefits from the training. The results from the placebo training group showed no significant differences across any measures at any of the three assessment time points, indicating no effect of the training.</p><p><strong>Conclusion: </strong>Hence, considering the improvement in test results, verbal WM training may be a useful addition to therapeutic strategies and provide a more comprehensive approach to improving auditory processing and overall cognitive functioning in children with (C)APD.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"952-967"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989937","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":"Why Understanding Behavior Matters in School Speech-Language Services: A Case for Access, Dosage, and Interprofessional Practice.","authors":"Jason C Chow","doi":"10.1044/2026_LSHSS-26-00001","DOIUrl":"10.1044/2026_LSHSS-26-00001","url":null,"abstract":"<p><strong>Purpose: </strong>School speech-language pathologists (SLPs) routinely serve students whose communication needs intersect with attention, self-regulation, emotional functioning, and social behavior. Although SLPs are not trained as behavior specialists, behavioral challenges frequently shape students' engagement in therapy and influence whether and how speech-language intervention can be delivered. The purpose of this article is to submit that the foundational knowledge of behavior support is essential for protecting students' access to instruction, maintaining intervention dosage, and supporting equitable service delivery in school contexts.</p><p><strong>Method: </strong>This article contextualizes behavior as something that should be understood not as a competing focus or a separate domain but as an important, relevant condition that directly affects students' opportunity to benefit from intervention and access equitable educational services. When behavioral challenges and related barriers are not proactively addressed, instructional time can be severely limited, intervention fidelity can be compromised, and students may receive substantially less meaningful language input than intended. This article also specifically attends to how disciplinary silos between speech-language pathology and behavior specialist professions can limit collaboration and shared problem solving and how attunement to the issues at hand and the benefits of true interprofessional practice in aligning expertise can support student engagement, equitable access to education and services, and later academic, behavioral, and social success.</p><p><strong>Conclusion: </strong>This article concludes with implications for school-based practice and graduate preparation programs.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1045-1050"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177320","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 Writing Assessment With Automated Tools: An Exploratory Analysis of Third-Grade Narratives Using ScriptSense.","authors":"Ashley Ippolito, Carla Wood","doi":"10.1044/2026_LSHSS-25-00236","DOIUrl":"10.1044/2026_LSHSS-25-00236","url":null,"abstract":"<p><strong>Purpose: </strong>Traditional writing assessments often prioritize surface-level correctness, limiting insight into students' underlying linguistic development. This research note introduces ScriptSense, a web-based linguistic analysis platform designed to provide accessible descriptions of student writing. Grounded in the Morphological Pathways Framework and the Lexical Quality Hypothesis, ScriptSense analyzes written language for indicators of morphological complexity, lexical diversity, and syntactic development.</p><p><strong>Method: </strong>Using a cross-sectional pilot design, ScriptSense was applied to 50 third-grade narrative writing samples collected in general education classrooms. Automated analyses extracted descriptive indices of morphological use (e.g., inflectional and derivational morphemes), lexical diversity (e.g., type-token ratio [TTR], lexical density), and syntactic structure (e.g., clause-to-sentence ratio, mean length of utterance). Outputs were analyzed descriptively, with subset verification to support interpretive consistency.</p><p><strong>Results: </strong>Students produced an average of 56 words per narrative (<i>SD</i> = 21), with moderate lexical diversity (M TTR = 0.68) and lexical density (<i>M</i> = 0.59). All students demonstrated productive use of inflectional morphology, and over two thirds produced at least one derivational morpheme. Variability was observed across syntactic measures (mean clauses per sentence = 4.30, <i>SD</i> = 0.77), reflecting differences in sentence elaboration beyond rubrics.</p><p><strong>Conclusions: </strong>By emphasizing descriptive linguistic patterns rather than error-based scoring, ScriptSense offers an accessible approach to examining children's written language. Findings illustrate the platform's capacity to generate multidimensional linguistic profiles.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1033-1044"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148229127","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":"Practice-Based Research in an Educational Context: A Qualitative Investigation of Facilitators, Barriers, and Partnership Experience.","authors":"Meghan Vollebregt, Nancy Sarlo, Anila Punnoose, Lisa M D Archibald","doi":"10.1044/2026_LSHSS-25-00060","DOIUrl":"10.1044/2026_LSHSS-25-00060","url":null,"abstract":"<p><strong>Purpose: </strong>Collaborative partnerships contribute to the development of effective tools and practices while simultaneously creating new knowledge. However, establishing and maintaining these partnerships is challenging, and understanding factors that support or hinder the success of the partnership is necessary. Adopting qualitative methods to understand the experience of those engaged in the partnership can identify barriers and facilitators of partnered research.</p><p><strong>Method: </strong>In the current project, school-based speech-language pathologists (SLPs) and researchers comprising the leadership of a collaborative partnership to validate a kindergarten assessment tool aimed to understand their partnership experiences by participating in a qualitative research project with two components. A perceptual mapping activity with eight participants was completed to gather details about facilitators and barriers within the partnership. Two SLPs completed a semistructured interview, which was an opportunity to explore factors influencing the partnership in more depth.</p><p><strong>Results: </strong>Four themes emerged from the data including (a) facilitators to the partnership, (b) barriers to the partnership, (c) factors important to partnership initiation, and (d) factors important to partnership maintenance. Subthemes specific to each theme and illustrative quotes are used to describe each theme in more detail.</p><p><strong>Conclusions: </strong>Practice-based research is a powerful way for researchers and clinicians to create meaningful changes to clinical practice but requires effective collaboration. Results from this in-depth examination of a collaborative partnership revealed factors related to facilitators of success, barriers that may disrupt success, and partnership establishment and maintenance.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.31662613.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"710-725"},"PeriodicalIF":3.0,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515713","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":"Temporal Processing and Literacy Skills in Children With Hearing Aids.","authors":"Feyza Nur Güngör,Merve Meral Çetinkaya","doi":"10.1044/2026_lshss-25-00225","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00225","url":null,"abstract":"PURPOSEThe aim of this study was to examine the relationship between temporal processing and literacy performance in children with hearing aids.METHODThe study included a total of 45 children, comprising 21 with typical hearing and 24 who used hearing aids, all of whom were attending the second, third, or fourth grades of primary school. Temporal processing skills were evaluated using the Frequency Pattern Test and the Duration Pattern Test (DPT), whereas reading and writing abilities were assessed through the Literacy Assessment Battery.RESULTSChildren using hearing aids demonstrated statistically significantly lower performance in the DPT and in the test assessing writing skills compared to their typically hearing peers. A positive, significant correlation was found between temporal processing skills and literacy skills. Moreover, temporal processing and literacy performance were observed to be negatively correlated with the age at which the child's first amplification was provided and positively correlated with the duration of auditory rehabilitation.CONCLUSIONSThis study found that in children using hearing aids, performance on temporal pattern tests was significantly correlated with reading and writing skills. Furthermore, these findings suggest that early amplification and consistent auditory rehabilitation may be correlated with better temporal processing and literacy skills.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"73 1","pages":"1-10"},"PeriodicalIF":2.4,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148349356","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":"Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol.","authors":"Marleen F Westerveld,Stephanie Malone,Carol Westby,Cibelle Amato,Josephine Ohenewa Bampoe,Angel Chan,Kai-Mei Chen,Maria Chrysostomou,Mary Claessen,Jóhanna Einarsdóttir,Sara Ferman,Fernanda Dreux Fernandes,Pamela Filiatrault-Veilleux,Mateja Gabaj,Eleftheria Geronikou,Vani Gupta,Kristine Jensen de López,Khaloob Kawar,Jelena Kuvač Kraljević,HaeJi Lee,Jisun Lee,Rena Lyons,İlknur Maviş,Nadia Nørgaard,Mary-Pat O'Malley Keighran,Laura Quintanilla,Semra Selvi Balo,Elena Theodorou,Tze Peng Wong,Anita Mei-Yin Wong,Esra Yasar Gunduz,Wanlin Zhu,Nickola Nelson","doi":"10.1044/2026_lshss-25-00143","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00143","url":null,"abstract":"PURPOSEThe overall aim of this exploratory study was to evaluate personal narrative coherence in groups of children representing a range of cultural and/or linguistic backgrounds. Based on previous research, we expected to find effects based on culture/language participant group and the emotional valence of the prompt (positive, negative, neutral). We also anticipated potential interactions between culture/language participant group and prompt type.METHODFour hundred seventeen 10-year-old children from 21 culture/language participant groups took part in this cross-sectional study. The children were from 19 countries or regions, speaking 18 different languages or dialects. All children were seen individually, either face-to-face or online, and asked to produce personal narratives in response to the Global Talking About Lived Experiences in Stories (TALES) protocol. Three of their narratives, each representing a different emotional valence-happy, angry, and a problem situation-were included in the current study. All narratives were coded for coherence using the multidimensional Narrative Coherence Coding Scheme (NaCCS), which yields a total coherence score and three coherence dimension subscores: context, chronology, and theme. Linear mixed models were used to identify differences in narrative coherence between culture/language participant groups and narrative prompt types.RESULTSWe found significant main effects for both participant group and narrative prompt type on total coherence scores, as well as a significant interaction effect. Overall, the problem prompt elicited more coherent narratives than the angry prompt. Performance varied notably across culture/language participant groups, with no consistent pattern of strength linked to prompt type. Additionally, some culture/language participant groups scored significantly lower on total coherence than others. Significant participant group effects were also observed across all three coherence dimension subscores, with the theme dimension showing the greatest number of between-groups differences.CONCLUSIONSIn an increasingly multicultural and plurilingual world, the need for ecologically valid tools to assess children's spoken language skills is more critical than ever. Findings from this exploratory study offer further support for the use of the Global TALES protocol for eliciting personal narratives in children from diverse cultural and/or linguistic backgrounds. Furthermore, results indicated that the NaCCS is a viable method for describing differences and similarities in personal narrative coherence among these diverse groups of children. Our next steps involve refining the coding framework and expanding our participant pool to include larger, more age- and ability-representative samples-with the ultimate aim of integrating personal narrative assessment and analysis into routine clinical practice worldwide.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.32653314.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"824 1","pages":"1-25"},"PeriodicalIF":2.4,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148304938","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":"Exploring Spatial Hearing Abilities in Children With Bilateral Cochlear Implants Using Three-Dimensional Virtual Reality Systems.","authors":"Irem Karakuluk,Bekir Enes Özel,Merve Ozbal Batuk","doi":"10.1044/2026_lshss-25-00068","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00068","url":null,"abstract":"PURPOSEThis study aimed to (a) examine the contribution of head movements to sound localization through a within-participant manipulation (i.e., movement vs. no-movement conditions) across all three groups (children with normal hearing and simultaneous and sequential bilateral cochlear implant users) and (b) compare sound localization performance across the three groups, with particular emphasis on the inclusion of two distinct groups of cochlear implant users (simultaneous and sequential bilateral cochlear implant users).METHODTwenty-one normal-hearing children and 14 children with simultaneous cochlear implants, as well as 18 children with sequential cochlear implants, aged 6-14 years, participated in the study. Three-dimensional hearing abilities were examined using virtual reality systems. Participants were evaluated in two listening conditions, head mobile and head immobile, at two distances (35 and 55 cm) and at four angles (right-front, +30°; left-front, -30°; right-back, +150°; left-back, -150°). The relationship between overall three-dimensional error and several demographic characteristics under head-immobile conditions was investigated.RESULTSSignificant differences were found between the normal-hearing group and the bilateral cochlear implant groups under both listening conditions for azimuth error, front-back and right-left errors, overall three-dimensional errors, and front-back confusion percentage (p < .001). In the virtual reality localization test, azimuth error, overall error amounts, and front-back confusion percentage differed significantly between head-mobile and head-immobile conditions (p < .05). There were no significant differences in perception of the two distances across all three groups (p > .05). Additionally, no significant relationships were found between the demographic characteristics and overall three-dimensional error amount (p > .05).CONCLUSIONSHead movements were found to improve sound localization abilities in children. Although errors among children with bilateral simultaneous cochlear implants were less than those of sequential cochlear implants, no significant difference was found between the two groups. Spatial hearing was significantly enhanced due to head movements, suggesting that incorporating head movements into auditory rehabilitation strategies could improve the hearing performance of children.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"5 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147754567","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":"Bilingual Children's Grammatical Productivity From Spontaneous Language Samples in English and Spanish.","authors":"Alicia G Escobedo,John F Gallagher,Irina Potapova,Gregory D Keating,Giang T Pham,Sonja Pruitt-Lord","doi":"10.1044/2026_lshss-25-00121","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00121","url":null,"abstract":"PURPOSEMuch work has been done to characterize the grammatical productivity of English-speaking monolingual children and the English skills of bilingual children. However, less work has been done to characterize productivity of bilingual children in other languages. This study investigates the clinical utility of a Spanish grammatical productivity measure to address the need for linguistically responsive measures in bilingual language assessment.METHODSpontaneous language samples were collected for 23 typically developing (TD) preschoolers and nine preschoolers with developmental language disorder (DLD). In Spanish, children's productive use of definite articles, indefinite articles, and direct object clitics was calculated to derive group averages. In English, children's productive use of tense and agreement morphemes was examined.RESULTSIn Spanish and in English, TD children demonstrated higher productivity than children with DLD.CONCLUSIONIn addition to English productivity, children's Spanish grammatical productivity is a promising clinical tool to be used in the assessment of Spanish-English bilingual children.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"4 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147751294","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":"Do Hearing Aids Improve Spectral and Speech-in-Noise Perception in Children With Mild Hearing Loss?","authors":"Seda Konca,Hülya Göçmenler,Şengül Terlemez","doi":"10.1044/2026_lshss-25-00169","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00169","url":null,"abstract":"PURPOSEThis study aimed to evaluate spectral resolution and speech understanding in noise among primary school-aged children with bilateral mild sensorineural hearing loss (26-40 dB HL) and to investigate the effect of amplification on these auditory abilities.METHODThe study included 16 children with normal hearing (Group 3) and 32 children with bilateral mild hearing loss (7-10 years old), divided into aided (Group 1) and unaided (Group 2) subgroups. The mean age of the participants was 8.58 ± 0.99 years. The groups were matched according to grade and gender. Following the completion of the information form, assessments included acoustic immittance, otoacoustic emissions, pure-tone audiometry, speech audiometry, the spectral-temporally modulated ripple test (SMRT), and the Turkish matrix sentence test (TURMatrix) with an adaptive protocol.RESULTSStatistically significant differences were observed among the three groups for hearing averages (HAs), speech recognition thresholds (SRTs), speech discrimination scores (SDSs), TURMatrix scores, and SMRT scores, with Group 3 performing better (p < .05). However, no significant differences were found between Groups 1 and 2 in any of these measures, including HA, SRT, SDS, TURMatrix, and SMRT (p > .05). Within Group 1, significant differences were observed between the aided and unaided conditions in HA, SRT, and SDS values measured both under headphones and in the free field, with better results obtained in the aided condition (p < .05). Similarly, TURMatrix scores were significantly higher when tested with hearing aids (p < .05).CONCLUSIONSThese findings underscore that even mild hearing loss can negatively affect key auditory processes in children and demonstrate that hearing aids provide measurable benefits, particularly in noisy listening environments. Amplification can play a critical role in supporting auditory development and communication outcomes in this population. Further longitudinal studies are needed to examine the long-term benefits of hearing aid use in this population.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"26 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147751321","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 Dignity of Children as the Foundation of Children's Rights and Speech-Language Pathology Practice.","authors":"Jane McCormack","doi":"10.1044/2026_lshss-25-00198","DOIUrl":"https://doi.org/10.1044/2026_lshss-25-00198","url":null,"abstract":"PURPOSEThe speech-language pathology profession strongly supports human rights. The Preamble to the Convention on the Rights of the Child provides the profession with a justification for doing so; to uphold the worth or inherent dignity of humans, specifically of children. Further reference to children's dignity is made throughout the Convention, including in Article 23 (Children With Disability). This paper explores why dignity is foundational to human rights and to our work as speech-language pathologists.METHODThe concept of dignity is explored in philosophical and health research. The connection between dignity, ethics, holistic, and person-centered practice is discussed.RESULTSDignity means value or worth. Upholding children's dignity means recognizing the worth of children, which is intrinsic, not dependent on any feature or skill, and which cannot be taken away. Speech-language pathologists have a role to play in upholding and promoting this dignity.CONCLUSIONSpeech-language pathology may benefit from a move toward a model that promotes dignity as the goal of pediatric practice.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-5"},"PeriodicalIF":2.4,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744144","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}