Pub Date : 2022-03-02DOI: 10.1177/15257401221077209
Karissa J. Marble-Flint, Baylee L. Brown
An 11-year-old U.S. fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (Pick my idea, Organize my notes, and Write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research.
{"title":"Self-Regulated Strategy Development for Writing: Case Study of a Female With Autism Spectrum Disorder","authors":"Karissa J. Marble-Flint, Baylee L. Brown","doi":"10.1177/15257401221077209","DOIUrl":"https://doi.org/10.1177/15257401221077209","url":null,"abstract":"An 11-year-old U.S. fifth grader with a diagnosis of autism spectrum disorder (ASD) participated in a writing intervention using the self-regulated strategy development (SRSD) approach for story writing. The child summarized stories adapted from the Read Works® website using POW (Pick my idea, Organize my notes, and Write and say more) and WWW, What = 2, How = 2 (W = Who are the characters?, W = When does the story happen?, W = Where does the story happen?, What = 2, What happens first?, What happens next?, How = 2, How does the story end? and How do the characters feel?). Based on correct word sequence (CWS) calculations, the participant increased CWS from pre-test to post-test, and the total number of words she wrote also increased. This case study aims to provide speech-language pathologists with a guide for implementing the SRSD approach with their students with ASD and to inform future research.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"127 - 132"},"PeriodicalIF":0.9,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1177/15257401211046877
Hannah Krimm, C. M. Schuele
This study quantified the orthographic knowledge (i.e., knowledge of spelling conventions) of school speech-language pathologists (SLPs). On average, SLPs (N = 48) answered 65% of the questions correctly on a measure of orthographic knowledge. SLPs need better preparation in written language structure to support reading acquisition in children with language disorders.
{"title":"Speech-Language Pathologists’ Orthographic Knowledge","authors":"Hannah Krimm, C. M. Schuele","doi":"10.1177/15257401211046877","DOIUrl":"https://doi.org/10.1177/15257401211046877","url":null,"abstract":"This study quantified the orthographic knowledge (i.e., knowledge of spelling conventions) of school speech-language pathologists (SLPs). On average, SLPs (N = 48) answered 65% of the questions correctly on a measure of orthographic knowledge. SLPs need better preparation in written language structure to support reading acquisition in children with language disorders.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"206 - 209"},"PeriodicalIF":0.9,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44985851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-07DOI: 10.1177/15257401221076810
Rumpasri Sukonthaman, Sandy K. Bowen, Tanawat Detchanarat
Owing to limited medical and early intervention services for children with hearing loss in Thailand, parents face challenges regarding communication and amplification options for their child. Eight parents of children who had received a cochlear implant were interviewed to elicit their perceptions and experience of the process in selecting this option for their child who is deaf. Qualitative methods were used to analyze the data and organize them into themes. Four major themes emerged from the findings: (a) parents did not know what to do after the initial diagnosis; (b) parents’ views of hearing loss and reasons for pursing a cochlear implant; (c) challenging issues after implantation; and (d) what is needed to make the process better for Thai families. The findings provide information on what parents need to professionals who are developing medical and early intervention services for children who are deaf or hard of hearing and their families in Thailand.
{"title":"Perceptions and Experiences of Thai Parents Who Have a Child With a Cochlear Implant","authors":"Rumpasri Sukonthaman, Sandy K. Bowen, Tanawat Detchanarat","doi":"10.1177/15257401221076810","DOIUrl":"https://doi.org/10.1177/15257401221076810","url":null,"abstract":"Owing to limited medical and early intervention services for children with hearing loss in Thailand, parents face challenges regarding communication and amplification options for their child. Eight parents of children who had received a cochlear implant were interviewed to elicit their perceptions and experience of the process in selecting this option for their child who is deaf. Qualitative methods were used to analyze the data and organize them into themes. Four major themes emerged from the findings: (a) parents did not know what to do after the initial diagnosis; (b) parents’ views of hearing loss and reasons for pursing a cochlear implant; (c) challenging issues after implantation; and (d) what is needed to make the process better for Thai families. The findings provide information on what parents need to professionals who are developing medical and early intervention services for children who are deaf or hard of hearing and their families in Thailand.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"98 - 106"},"PeriodicalIF":0.9,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47525945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-05DOI: 10.1177/15257401211073456
Jason C. Chow, Reed Senter, Ashley Morse
This exploratory study examined the experiences with and perceptions of challenging behavior of speech-language pathologists (SLPs) serving preschool and school-age children. The sample consisted of 106 SLPs between the ages of 23 and 68 years, mostly located in the United States. Participants completed a survey of 40 questions about their own personal experiences with challenging behaviors. SLPs reported off-task behaviors to be the most frequently encountered, followed by defiant behaviors, internalizing behaviors, and aggressive behaviors. SLPs perceived the most problematic to be off-task behaviors, followed by aggressive behaviors, internalizing behaviors, and defiant behaviors. SLPs’ level of experience was not associated with their perceptions of problem behaviors but was associated with their self-rated behavior management skills. Behavior management training was related to their self-reported behavior management skills. This study provides preliminary data on SLPs’ perceptions and experiences with challenging behaviors.
{"title":"Speech-Language Pathologists’ Experiences With Challenging Behavior in Practice","authors":"Jason C. Chow, Reed Senter, Ashley Morse","doi":"10.1177/15257401211073456","DOIUrl":"https://doi.org/10.1177/15257401211073456","url":null,"abstract":"This exploratory study examined the experiences with and perceptions of challenging behavior of speech-language pathologists (SLPs) serving preschool and school-age children. The sample consisted of 106 SLPs between the ages of 23 and 68 years, mostly located in the United States. Participants completed a survey of 40 questions about their own personal experiences with challenging behaviors. SLPs reported off-task behaviors to be the most frequently encountered, followed by defiant behaviors, internalizing behaviors, and aggressive behaviors. SLPs perceived the most problematic to be off-task behaviors, followed by aggressive behaviors, internalizing behaviors, and defiant behaviors. SLPs’ level of experience was not associated with their perceptions of problem behaviors but was associated with their self-rated behavior management skills. Behavior management training was related to their self-reported behavior management skills. This study provides preliminary data on SLPs’ perceptions and experiences with challenging behaviors.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"117 - 126"},"PeriodicalIF":0.9,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44334450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1177/15257401211073749
S. Yucha, B. Ogletree, Kelly R. Kelley, G. Hambrecht
The National Research Council recommends 25 hr per week of active engagement for children with Autism Spectrum Disorder (ASD). This clinical brief describes a parent training program (PACE-CPI) designed to increase active engagement episodes between parents and children with autism. Observations from this program’s introductory use with one family and suggestions for further development are provided.
{"title":"Finding 25 Hours: Active Engagement Training for Parents of Children With Autism","authors":"S. Yucha, B. Ogletree, Kelly R. Kelley, G. Hambrecht","doi":"10.1177/15257401211073749","DOIUrl":"https://doi.org/10.1177/15257401211073749","url":null,"abstract":"The National Research Council recommends 25 hr per week of active engagement for children with Autism Spectrum Disorder (ASD). This clinical brief describes a parent training program (PACE-CPI) designed to increase active engagement episodes between parents and children with autism. Observations from this program’s introductory use with one family and suggestions for further development are provided.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"72 - 76"},"PeriodicalIF":0.9,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Impact of SES on Language Domain in Kindergartners' Quick Interactive Language Screener (QUILS) Performance.","authors":"Brian Weiler, Allyson Decker","doi":"10.1177/15257401211017475","DOIUrl":"https://doi.org/10.1177/15257401211017475","url":null,"abstract":"<p><strong>Method: </strong>To explore the relationship between SES and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners.</p><p><strong>Results: </strong>Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools.</p><p><strong>Implications: </strong>SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).</p>","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 2","pages":"133-138"},"PeriodicalIF":0.9,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15257401211017475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39728212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-08DOI: 10.1177/15257401211067198
Jean F Rivera Pérez, N. Creaghead, K. Washington, Ying Guo, Lesley Raisor-Becker, Sandra Combs
This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only (n = 14) and Spanish-English with Spanish provided through a tablet computer (n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish–English) and Spanish gains in the Spanish–English group. Clinicians’ perceptions of shyness should be considered as a variable of interest that affects response to intervention.
{"title":"The Relationship Between Perceived Assertiveness/Shyness and Emergent Bilinguals’ Vocabulary Intervention Outcomes: A Preliminary Investigation","authors":"Jean F Rivera Pérez, N. Creaghead, K. Washington, Ying Guo, Lesley Raisor-Becker, Sandra Combs","doi":"10.1177/15257401211067198","DOIUrl":"https://doi.org/10.1177/15257401211067198","url":null,"abstract":"This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only (n = 14) and Spanish-English with Spanish provided through a tablet computer (n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish–English) and Spanish gains in the Spanish–English group. Clinicians’ perceptions of shyness should be considered as a variable of interest that affects response to intervention.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"14 - 22"},"PeriodicalIF":0.9,"publicationDate":"2022-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.1177/15257401211067940
Katelyn J. Kotlarek, Abigail E. Haenssler, Jamie L. Perry
A participant with cleft palate and compensatory articulation errors underwent 75 weeks of treatment using a hybrid telepractice and in-person treatment model. This model improved articulation skills during the study period and offers a starting point for continued exploration of telepractice for the treatment of compensatory articulation errors in cleft palate.
{"title":"Exploratory Study of Hybrid Telepractice and In-Person Treatment of Compensatory Articulation Errors in Cleft Palate","authors":"Katelyn J. Kotlarek, Abigail E. Haenssler, Jamie L. Perry","doi":"10.1177/15257401211067940","DOIUrl":"https://doi.org/10.1177/15257401211067940","url":null,"abstract":"A participant with cleft palate and compensatory articulation errors underwent 75 weeks of treatment using a hybrid telepractice and in-person treatment model. This model improved articulation skills during the study period and offers a starting point for continued exploration of telepractice for the treatment of compensatory articulation errors in cleft palate.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"45 - 51"},"PeriodicalIF":0.9,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43733934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1177/15257401211055049
Sandra Levey, L. Cheng
This article describes the bias and discrimination that play a role in the lives of people viewed as different based on color, ethnicity, gender, language, appearance, age, religion, sexual orientation, or country of origin. Bias and discrimination play a major role in the difficulties faced by unserved and underserved populations such as migrants, refugees, asylum seekers, and others across the globe.
{"title":"The Impact of Bias and Discrimination","authors":"Sandra Levey, L. Cheng","doi":"10.1177/15257401211055049","DOIUrl":"https://doi.org/10.1177/15257401211055049","url":null,"abstract":"This article describes the bias and discrimination that play a role in the lives of people viewed as different based on color, ethnicity, gender, language, appearance, age, religion, sexual orientation, or country of origin. Bias and discrimination play a major role in the difficulties faced by unserved and underserved populations such as migrants, refugees, asylum seekers, and others across the globe.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"215 - 223"},"PeriodicalIF":0.9,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43301454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1177/15257401211054754
Elmien Kraamwinkel, A. Kritzinger
Late language emergence (LLE) may result from genetic and environmental factors. Little is known about environmental factors in LLE in South Africa. The study describes the nature of differences in language functioning between toddlers with LLE and without LLE, and which factors were associated with LLE in a middle-income area in South Africa. Toddlers, ages 24 to 36 months with LLE (n = 20) were matched with a control group (CG, n = 21) for household income, age, gender, maternal education, and parental employment. The research group (RG) showed moderate delays in expressive and receptive language, and play skills, while the controls exhibited no delay. Significant differences in early feeding history and multilingual exposure were found between the groups. As far as known, it is the first study utilizing a South African middle-income sample indicating that multilingual exposure may play a role in LLE. The study focuses the attention on environmental factors that are potentially modifiable in LLE.
{"title":"Factors in Toddlers With Late Language Emergence in a Middle-Income South African Sample","authors":"Elmien Kraamwinkel, A. Kritzinger","doi":"10.1177/15257401211054754","DOIUrl":"https://doi.org/10.1177/15257401211054754","url":null,"abstract":"Late language emergence (LLE) may result from genetic and environmental factors. Little is known about environmental factors in LLE in South Africa. The study describes the nature of differences in language functioning between toddlers with LLE and without LLE, and which factors were associated with LLE in a middle-income area in South Africa. Toddlers, ages 24 to 36 months with LLE (n = 20) were matched with a control group (CG, n = 21) for household income, age, gender, maternal education, and parental employment. The research group (RG) showed moderate delays in expressive and receptive language, and play skills, while the controls exhibited no delay. Significant differences in early feeding history and multilingual exposure were found between the groups. As far as known, it is the first study utilizing a South African middle-income sample indicating that multilingual exposure may play a role in LLE. The study focuses the attention on environmental factors that are potentially modifiable in LLE.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"23 - 32"},"PeriodicalIF":0.9,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48341460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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