Factors Impacting Implementation of Universal Screening of Developmental Language Disorder in Public Schools.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2023-10-02 Epub Date: 2023-07-17 DOI:10.1044/2023_LSHSS-22-00169

Tyler T Christopulos, Sean M Redmond

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Abstract

Purpose: Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face academic, behavioral, psychiatric, emotional, and social challenges. Universal screening is seen as an effective way for public school districts to increase DLD identification rates. However, little is known about factors impacting implementation of school-based universal screenings for DLD. We partnered with a large suburban school district in the Intermountain West region of the United States to gather detailed perspectives from school personnel regarding the barriers and facilitators to the implementation of universal screening in their district.

Method: Using a two-phase mixed-methods design, we first conducted focus groups to identify potential barriers and facilitators to universal screening. We then used the qualitative data from the first phase to develop a 20-item survey to assess agreement with the focus group results among a wider group of district speech-language pathologists and kindergarten teachers from the school district.

Results: Our survey showed moderate levels of agreement with our focus group results. In particular, school personnel showed high levels of support for universal screening for DLD, with interesting interplay across various factors: (a) the negative impact of unmanageable workload on personnel under both referral- and universal-based identification formats, (b) the preference for paraprofessionals to administer screenings, (c) the role that Response to Intervention programs may play in offsetting workloads associated with universal screenings, and (d) the need for increased awareness and education about child language development and impairment among general education teachers and the public.

Conclusion: Recommendations for incorporating these factors into more useful and applicable collaborative research-based efforts are presented.

Supplemental material: https://doi.org/10.23641/asha.23661876.

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影响公立学校全面筛查发展性语言障碍的因素。

目的：发育性语言障碍（DLD）是一种未被充分识别的神经发育障碍，平均每11名幼儿园年龄的儿童中就有一名（4-6岁）受到影响。DLD儿童可能面临学业、行为、精神、情感和社会挑战。全民筛查被视为公立学区提高DLD识别率的有效途径。然而，对影响DLD学校普及筛查实施的因素知之甚少。我们与美国西部山间地区的一个大型郊区学区合作，从学校工作人员那里收集关于在其所在地区实施普遍筛查的障碍和促进因素的详细观点。方法：采用两阶段混合方法设计，我们首先进行焦点小组，以确定普遍筛查的潜在障碍和促进因素。然后，我们使用第一阶段的定性数据进行了一项20项调查，以评估学区言语语言病理学家和幼儿园教师与焦点小组结果的一致性。结果：我们的调查显示与我们的焦点小组结果有适度的一致性。特别是，学校工作人员对DLD的普遍筛查表现出了高度的支持，各种因素之间存在着有趣的相互作用：（a）无法控制的工作量对转诊和普遍身份识别格式下的工作人员的负面影响，（b）辅助专业人员更倾向于进行筛查，（c）干预反应计划在抵消与普遍筛查相关的工作量方面可能发挥的作用，以及（d）普通教育教师和公众需要提高对儿童语言发展和障碍的认识和教育。结论：提出了将这些因素纳入更有用和适用的合作研究工作的建议。补充材料：https://doi.org/10.23641/asha.23661876.

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.