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Language, Speech, and Hearing Services in Schools

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https://www.readbyqxmd.com/read/29710199/is-putting-sugar-sampling-utterances-of-grammatical-analysis-revised-into-language-sample-analysis-a-good-thing-a-response-to-pavelko-and-owens-2017
#1
Ling-Yu Guo, Sarita Eisenberg, Nan Bernstein Ratner, Brian MacWhinney
Purpose: In this letter, the authors respond to Pavelko and Owens' (2017) newly advanced set of procedures for language sample analysis: Sampling Utterances and Grammatical Analysis Revised (SUGAR). Method: The authors contrast some of the new guidelines for transcription, morpheme segmentation, and language sample elicitation in SUGAR with traditional conventions for language sample analysis (LSA). They address the potential impact of the new guidelines on some of the target measures in SUGAR-mean length of utterances in morphemes (MLUm), words per sentence (WPS), and clauses per sentence (CPS)-and provide their suggestions...
April 18, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29625432/treating-childhood-apraxia-of-speech-with-the-kaufman-speech-to-language-protocol-a-phase-i-pilot-study
#2
Maryane Gomez, Patricia McCabe, Kathy Jakielski, Alison Purcell
Purpose: A Phase I pilot study was designed to collect preliminary evidence on the use of the Kaufman Speech to Language Protocol (K-SLP; Kaufman, 2014) to treat children with childhood apraxia of speech. We hypothesized that the K-SLP approach would result in more accurate speech production in targeted words, whereas untrained (control) words and speech sounds would remain unchanged. Method: A single-case multiple-baseline across behaviors experimental design was used to see if experimental feasibility could be demonstrated...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29625426/using-language-specific-and-bilingual-measures-to-explore-lexical-grammatical-links-in-young-latino-dual-language-learners
#3
Gabriela Simon-Cereijido, Lucía I Méndez
Purpose: This study examined the nature of the relation between language-specific vocabulary and conceptual lexical-semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method: Sixty-one typically developing, Spanish-English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29582052/the-complexity-approach-to-phonological-treatment-how-to-select-treatment-targets
#4
Holly L Storkel
Purpose: There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language pathologists are not equally familiar with all evidence-based treatment alternatives, particularly the complexity approach. The goal of this clinical tutorial is to provide coaching on the implementation of the complexity approach in clinical practice, focusing on treatment target selection...
March 26, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29582051/implementing-evidence-based-practice-selecting-treatment-words-to-boost-phonological-learning
#5
Holly L Storkel
Purpose: Word selection has typically been thought of as an inactive ingredient in phonological treatment, but emerging evidence suggests that word selection is an active ingredient that can impact phonological learning. The goals of this tutorial are to (a) review the emerging single-subject evidence on the influence of word characteristics on phonological learning in clinical treatment, (b) outline hypotheses regarding the mechanism of action of word characteristics, and (c) provide resources to support clinicians incorporating word selection as an active ingredient in their approach to phonological treatment...
March 26, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621806/understanding-disorder-within-variation-production-of-english-grammatical-forms-by-english-language-learners
#6
Lisa M Bedore, Elizabeth D Peña, Jissel B Anaya, Ricardo Nieto, Mirza J Lugo-Neris, Alisa Baron
Purpose: This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Method: Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621805/evaluating-english-morpheme-accuracy-diversity-and-productivity-measures-in-language-samples-of-developing-bilinguals
#7
Irina Potapova, Sophia Kelly, Philip N Combiths, Sonja L Pruitt-Lord
Purpose: This work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish-English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system. Method: Measures were generated from language samples collected at the beginning and end of the participants' preschool year...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621804/a-multiyear-population-based-study-of-kindergarten-language-screening-failure-rates-using-the-rice-wexler-test-of-early-grammatical-impairment
#8
Brian Weiler, C Melanie Schuele, Jacob I Feldman, Hannah Krimm
Purpose: The purpose of this study was to evaluate, over 2 separate school years, the school-district-wide failure rate of kindergartners on a screener of grammatical tense marking-the Rice Wexler Test of Early Grammatical Impairment (TEGI) Screening Test (Rice & Wexler, 2001)-composed of past tense (PT) and third-person singular (3S) probes. Method: In the fall of 2 consecutive school years, consented and eligible kindergartners (n = 148 in Year 1, n = 126 in Year 2) in a rural southern school district were administered the TEGI Screening Test...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621803/the-impact-of-dialect-density-on-the-growth-of-language-and-reading-in-african-american-children
#9
Julie A Washington, Lee Branum-Martin, Congying Sun, Ryan Lee-James
Purpose: The goal of the current study was to examine the impact of dialect density on the growth of oral language and reading skills in a sample of African American English (AAE)-speaking children reared in urban communities. Method: Eight hundred thirty-five African American children in first through fifth grades participated. Using an accelerated cohort design, univariate and bivariate growth models were employed to examine dialect density, oral language and reading, and the relationships between these variables...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621802/classification-accuracy-of-teacher-ratings-when-screening-nonmainstream-english-speaking-kindergartners-for-language-impairment-in-the-rural-south
#10
Kyomi D Gregory, Janna B Oetting
Purpose: We compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist-Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills-Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621801/prologue-toward-accurate-identification-of-developmental-language-disorder-within-linguistically-diverse-schools
#11
Janna B Oetting
Purpose: Although the 5 studies presented within this clinical forum include children who differ widely in locality, language learning profile, and age, all were motivated by a desire to improve the accuracy at which developmental language disorder is identified within linguistically diverse schools. The purpose of this prologue is to introduce the readers to a conceptual framework that unites the studies while also highlighting the approaches and methods each research team is pursuing to improve assessment outcomes within their respective linguistically diverse community...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621800/improving-narrative-production-in-children-with-language-disorders-an-early-stage-efficacy-study-of-a-narrative-intervention-program
#12
Sandra L Gillam, Abbie Olszewski, Katie Squires, Katie Wolfe, Timothy Slocum, Ronald B Gillam
Purpose: As noted in this forum, more research is needed to support the work of school-based speech-language pathologists who are designing and implementing interventions for students with language disorders. This article presents the findings of a multiple-baseline, single-subject study that was conducted to assess the outcomes of an intervention designed to improve narrative discourse proficiency for children with language disorders. Method: Four school-age children with language disorders that included deficits in narration received an experimental version of a 3-phase narrative language intervention program called Supporting Knowledge in Language and Literacy (Gillam, Gillam, & Laing, 2014)...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621799/curriculum-based-language-assessment-with-culturally-and-linguistically-diverse-students-in-the-context-of-mathematics
#13
Brandi L Newkirk-Turner, Valerie E Johnson
Purpose: The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method: The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621798/facilitating-postsecondary-transition-and-promoting-academic-success-through-language-literacy-based-self-determination-strategies
#14
Ginger Collins, Julie A Wolter
Purpose: As noted by Powell (2018), speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools, and this holds true for adolescents who require transition planning. The purpose of this tutorial is to focus on transition planning for secondary school students with a language-based learning disability (LLD) and provide a case illustration for how SLPs may use self-determination strategies to facilitate postsecondary transition while promoting academic success...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621797/curriculum-based-language-interventions-what-who-why-where-and-how
#15
Ashley Bourque Meaux, Janet A Norris
Purpose: School-based speech-language pathologists (SLPs) have been asked to be contributors to the educational curriculum (American Speech-Language-Hearing Association, 2010). The aim of this tutorial is to provide elementary school-based SLPs with a guide to explore curriculum-based language interventions (CBLIs) in their practices. Method: In this tutorial, the authors (a) describe CBLI, (b) review the existing literature available to guide this type of practice in elementary school, (c) provide examples of how we have explored CBLIs, and (d) discuss the existing barriers for implementing CBLIs in schools...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621796/laying-a-firm-foundation-embedding-evidence-based-emergent-literacy-practices-into-early-intervention-and-preschool-environments
#16
Pamela Terrell, Maggie Watson
Purpose: As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621795/unique-contributors-to-the-curriculum-from-research-to-practice-for-speech-language-pathologists-in-schools
#17
Rachel K Powell
Purpose: This lead article of the Clinical Forum focuses on the research that supports why speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools. Method: Focus on education has shifted to student performance in our global world, specifically in college and career readiness standards. This article reviews recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29621794/introduction-to-the-clinical-forum-exploring-curriculum-based-language-assessment-and-interventions
#18
Ashley Bourque Meaux
Purpose: The purpose of this article is to introduce the Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions, which investigates the current evidence supporting curriculum-based language intervention and assessment. Method: This introduction highlights the need for speech-language pathologists to approach intervention with knowledge of the best evidence available and highlights the 6 articles presented in this clinical forum. Conclusion: The articles in this clinical forum shed light on the current state of the evidence for curriculum-based language intervention and assessment across the educational continuum...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29546336/effective-use-of-auditory-bombardment-as-a-therapy-adjunct-for-children-with-developmental-language-disorders
#19
Elena Plante, Alexander Tucci, Katrina Nicholas, Genesis D Arizmendi, Rebecca Vance
Purpose: Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment. Method: Twenty-eight children with developmental language disorder participated in daily conversational recast treatment for morpheme errors. This treatment was either preceded or followed by a brief period of intensive auditory bombardment. Generalization to untreated lexical contexts was measured throughout the treatment period to assess the degree of learning and how quickly the onset of measurable learning occurred...
April 5, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29471378/communicative-function-use-of-preschoolers-and-mothers-from-differing-racial-and-socioeconomic-groups
#20
Danai Kasambira Fannin, Oscar A Barbarin, Elizabeth R Crais
Purpose: This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method: Mother-preschooler dyads (N = 95) from the National Center for Early Development and Learning's (2005) study of family and social environments were observed during 1 structured learning and free-play interaction. CFs were coded by trained independent raters. Results: Children used all CFs at similar rates, but those from low SES homes produced fewer utterances and less reasoning, whereas boys used less self-maintaining and more predicting...
April 5, 2018: Language, Speech, and Hearing Services in Schools
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