Pub Date : 2021-05-01DOI: 10.1177/1525740120915205
S. Parveen, S. Santhanam
A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.
{"title":"Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States","authors":"S. Parveen, S. Santhanam","doi":"10.1177/1525740120915205","DOIUrl":"https://doi.org/10.1177/1525740120915205","url":null,"abstract":"A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"166 - 176"},"PeriodicalIF":0.9,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120915205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519665","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 : 2021-03-01DOI: 10.1177/1525740121993802
Gemma Moya-Galé, Jessica F. Galgano, Carol Ferrone, Y. M. Chang, L. Ramig
A 36-year-old female with severe spastic dysarthria participated in this study. She received 4 weeks of individual, intensive voice-focused treatment. Voice recordings were conducted at three baseline points, immediately posttreatment, and at a 4-month follow-up. The primary outcome variables were selected acoustic measures of vocal function: sound pressure level (SPL), mean fundamental frequency (F0), maximum phonation time (MPT), jitter, shimmer, noise-to-harmonics ratio (NHR), and maximum phonation frequency range (MPFR). Significant pre-to-posttreatment changes (p < .05) were found for most acoustic variables. All acoustic gains, except for MPFR, were maintained at the 4-month follow-up. The significant posttreatment changes in the majority of the acoustic measures analyzed suggest that intensive voice-focused treatment may have the potential to improve vocal function in adults with severe spastic dysarthria secondary to cerebral palsy (CP). Evidence-based treatment options for voice disorders in adults with CP are limited. Results emphasize the need for more studies with this population.
{"title":"LSVT LOUD® Applied to an Adult With Cerebral Palsy: Acoustic Findings","authors":"Gemma Moya-Galé, Jessica F. Galgano, Carol Ferrone, Y. M. Chang, L. Ramig","doi":"10.1177/1525740121993802","DOIUrl":"https://doi.org/10.1177/1525740121993802","url":null,"abstract":"A 36-year-old female with severe spastic dysarthria participated in this study. She received 4 weeks of individual, intensive voice-focused treatment. Voice recordings were conducted at three baseline points, immediately posttreatment, and at a 4-month follow-up. The primary outcome variables were selected acoustic measures of vocal function: sound pressure level (SPL), mean fundamental frequency (F0), maximum phonation time (MPT), jitter, shimmer, noise-to-harmonics ratio (NHR), and maximum phonation frequency range (MPFR). Significant pre-to-posttreatment changes (p < .05) were found for most acoustic variables. All acoustic gains, except for MPFR, were maintained at the 4-month follow-up. The significant posttreatment changes in the majority of the acoustic measures analyzed suggest that intensive voice-focused treatment may have the potential to improve vocal function in adults with severe spastic dysarthria secondary to cerebral palsy (CP). Evidence-based treatment options for voice disorders in adults with CP are limited. Results emphasize the need for more studies with this population.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"119 - 127"},"PeriodicalIF":0.9,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740121993802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49530672","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 : 2021-02-20DOI: 10.1177/1525740121991475
Melissa J. Pretorius, M. le Roux, Salome Geertsema
This study investigated the correlation and predictive capacity of verbal working memory (VWM) to the reading comprehension of children in their first language (L1) and second language (L2). The term verbal working memory refers to a cognitive system with a limited capacity that can hold and manipulate verbal and auditory information temporarily. A sub-aim was to investigate the contribution of L2 linguistic knowledge in L2 reading comprehension. Sixty-three Grade 3 South African children completed a reading comprehension test and VWM assessment (forward span, backward span, and sentence repetition tasks). L2 participants completed a receptive language assessment to delineate whether their linguistic knowledge (L2 vocabulary and grammar knowledge) would be more predictive of L2 reading comprehension in comparison with VWM. Regression and correlation analyses revealed that VWM is not predictive of L1 or L2 reading comprehension. L2 linguistic knowledge, however, significantly correlates with L2 comprehension and VWM capacity, although it is not a significant predictor of L2 reading comprehension. Our findings suggest that reading in an L2 is a multidimensional skill in which no single isolated variable can account for good versus poor reading comprehension.
{"title":"Verbal Working Memory in Second Language Reading Comprehension: A Correlational Study","authors":"Melissa J. Pretorius, M. le Roux, Salome Geertsema","doi":"10.1177/1525740121991475","DOIUrl":"https://doi.org/10.1177/1525740121991475","url":null,"abstract":"This study investigated the correlation and predictive capacity of verbal working memory (VWM) to the reading comprehension of children in their first language (L1) and second language (L2). The term verbal working memory refers to a cognitive system with a limited capacity that can hold and manipulate verbal and auditory information temporarily. A sub-aim was to investigate the contribution of L2 linguistic knowledge in L2 reading comprehension. Sixty-three Grade 3 South African children completed a reading comprehension test and VWM assessment (forward span, backward span, and sentence repetition tasks). L2 participants completed a receptive language assessment to delineate whether their linguistic knowledge (L2 vocabulary and grammar knowledge) would be more predictive of L2 reading comprehension in comparison with VWM. Regression and correlation analyses revealed that VWM is not predictive of L1 or L2 reading comprehension. L2 linguistic knowledge, however, significantly correlates with L2 comprehension and VWM capacity, although it is not a significant predictor of L2 reading comprehension. Our findings suggest that reading in an L2 is a multidimensional skill in which no single isolated variable can account for good versus poor reading comprehension.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"234 - 245"},"PeriodicalIF":0.9,"publicationDate":"2021-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740121991475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49559874","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 : 2021-02-15DOI: 10.1177/1525740121991478
Natalie R. Andzik, Yun-Ching Chung
The authors conducted a systematic review of the literature, including studies that used a single-case design (SCD) and taught augmentative and alternative communication (AAC) use to adults with complex communication needs. The purpose of this review was to describe (a) adults receiving AAC intervention, (b) components of the interventions used, and (c) how the literature met quality standards set by the What Works Clearinghouse (WWC). Across the 12 SCD studies included, a total of 28 adults with complex communication needs received intervention. As part of the intervention, the majority of the participants (n = 24; 86%) were introduced to new AAC systems (e.g., picture, communication application). Ten of 12 studies showed at least moderate evidence of effectiveness. Only three of 12 studies met the WWC standards without reservation. Findings from this review call for action to ensure quality AAC access and services are available to adults with complex communication needs.
作者对文献进行了系统回顾，包括使用单一案例设计（SCD）并向有复杂沟通需求的成年人教授增强和替代沟通（AAC）的研究。本综述的目的是描述（a）接受AAC干预的成年人，（b）使用的干预措施的组成部分，以及（c）文献如何达到What Works Clearinghouse（WWC）制定的质量标准。在包括的12项SCD研究中，共有28名有复杂沟通需求的成年人接受了干预。作为干预措施的一部分，大多数参与者（n=24；86%）被介绍到新的AAC系统（如图片、通信应用程序）。12项研究中有10项显示了至少适度的有效性证据。12项研究中只有3项毫无保留地符合WWC标准。这项审查的结果呼吁采取行动，确保有复杂沟通需求的成年人能够获得高质量的AAC接入和服务。
{"title":"Augmentative and Alternative Communication for Adults With Complex Communication Needs: A Review of Single-Case Research","authors":"Natalie R. Andzik, Yun-Ching Chung","doi":"10.1177/1525740121991478","DOIUrl":"https://doi.org/10.1177/1525740121991478","url":null,"abstract":"The authors conducted a systematic review of the literature, including studies that used a single-case design (SCD) and taught augmentative and alternative communication (AAC) use to adults with complex communication needs. The purpose of this review was to describe (a) adults receiving AAC intervention, (b) components of the interventions used, and (c) how the literature met quality standards set by the What Works Clearinghouse (WWC). Across the 12 SCD studies included, a total of 28 adults with complex communication needs received intervention. As part of the intervention, the majority of the participants (n = 24; 86%) were introduced to new AAC systems (e.g., picture, communication application). Ten of 12 studies showed at least moderate evidence of effectiveness. Only three of 12 studies met the WWC standards without reservation. Findings from this review call for action to ensure quality AAC access and services are available to adults with complex communication needs.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"182 - 194"},"PeriodicalIF":0.9,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740121991478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125386","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 : 2021-02-01DOI: 10.1177/1525740120960327
{"title":"Corrigendum to Effects of a Story Grammar Intervention With Repeated Retells for English Learners With Language Impairments","authors":"","doi":"10.1177/1525740120960327","DOIUrl":"https://doi.org/10.1177/1525740120960327","url":null,"abstract":"","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"NP1 - NP1"},"PeriodicalIF":0.9,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120960327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341539","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 : 2020-12-21DOI: 10.1177/1525740120979915
S. Hess, Trisha Self, Anthony Dilollo
Social communication is a core deficit of autism spectrum disorder (ASD). Speech-Language Pathologists (SLPs) play a key role in evaluating social skills of individuals with autism. Use of person-centered assessment tools in individuals with autism to explore social communication may facilitate improved consideration of perspectives of individuals with autism, which is critical for developing interventions and supports that align with their perspectives and values. An assessment process called the repertory grid can be used to explore one’s personal construction systems as they relate to social relationships. This article describes a process for administering this person-centered diagnostic process in individuals with autism using a semi-structured format established by Hess and colleagues. Data obtained through repertory grids may expand upon information gleaned from traditional assessment protocols when evaluating social communication strengths and challenges of individuals with autism. Furthermore, it offers clinicians and clients insight into clients’ unique personal experiences and relationships.
{"title":"Administration of the Repertory Grid Assessment Technique for Exploring Social Cognition of Individuals With Autism","authors":"S. Hess, Trisha Self, Anthony Dilollo","doi":"10.1177/1525740120979915","DOIUrl":"https://doi.org/10.1177/1525740120979915","url":null,"abstract":"Social communication is a core deficit of autism spectrum disorder (ASD). Speech-Language Pathologists (SLPs) play a key role in evaluating social skills of individuals with autism. Use of person-centered assessment tools in individuals with autism to explore social communication may facilitate improved consideration of perspectives of individuals with autism, which is critical for developing interventions and supports that align with their perspectives and values. An assessment process called the repertory grid can be used to explore one’s personal construction systems as they relate to social relationships. This article describes a process for administering this person-centered diagnostic process in individuals with autism using a semi-structured format established by Hess and colleagues. Data obtained through repertory grids may expand upon information gleaned from traditional assessment protocols when evaluating social communication strengths and challenges of individuals with autism. Furthermore, it offers clinicians and clients insight into clients’ unique personal experiences and relationships.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"61 - 71"},"PeriodicalIF":0.9,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120979915","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47049192","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 : 2020-11-30DOI: 10.1177/1525740120976113
K. Goodwin, K. Farquharson, Christina Yeager Pelatti, Whitney Schneider-Cline, Judy Harvey, E. Bush
The purpose of this descriptive study was to investigate the quality of Individualized Education Program (IEP) goals for students with traumatic brain injury (TBI) using an empirically based rating instrument. One hundred twenty-five IEP goals for 49 students with TBI were coded using the Revised IEP/IFSP Goals and Objective Rating Instrument (R-GORI; Notari). Using this dichotomous measure, we analyzed the quality of IEP goals across six areas: observability, measurability, functionality, generalizability, application in daily tasks, and clarity of goals. On average, students had three IEP goals (range: 1–8). The average goal quality score was 3.74 (range: 1–6). While most of the goals were measurable, only a few contained details about how the goals could be generalized beyond the specific educational or therapeutic environment. These findings highlight variability in the quality of IEP goals, which may have implications to the therapeutic environment and child outcomes.
{"title":"Examining the Quality of Individualized Education Program (IEP) Goals for Children With Traumatic Brain Injury (TBI)","authors":"K. Goodwin, K. Farquharson, Christina Yeager Pelatti, Whitney Schneider-Cline, Judy Harvey, E. Bush","doi":"10.1177/1525740120976113","DOIUrl":"https://doi.org/10.1177/1525740120976113","url":null,"abstract":"The purpose of this descriptive study was to investigate the quality of Individualized Education Program (IEP) goals for students with traumatic brain injury (TBI) using an empirically based rating instrument. One hundred twenty-five IEP goals for 49 students with TBI were coded using the Revised IEP/IFSP Goals and Objective Rating Instrument (R-GORI; Notari). Using this dichotomous measure, we analyzed the quality of IEP goals across six areas: observability, measurability, functionality, generalizability, application in daily tasks, and clarity of goals. On average, students had three IEP goals (range: 1–8). The average goal quality score was 3.74 (range: 1–6). While most of the goals were measurable, only a few contained details about how the goals could be generalized beyond the specific educational or therapeutic environment. These findings highlight variability in the quality of IEP goals, which may have implications to the therapeutic environment and child outcomes.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"96 - 104"},"PeriodicalIF":0.9,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120976113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41871072","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 : 2020-11-27DOI: 10.1177/1525740120976109
M. Figueroa, N. Silvestre, S. Darbra
The acquisition of effective reading comprehension for adolescents with a cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and a CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.
{"title":"Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant","authors":"M. Figueroa, N. Silvestre, S. Darbra","doi":"10.1177/1525740120976109","DOIUrl":"https://doi.org/10.1177/1525740120976109","url":null,"abstract":"The acquisition of effective reading comprehension for adolescents with a cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and a CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"152 - 162"},"PeriodicalIF":0.9,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120976109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41683383","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 : 2020-11-27DOI: 10.1177/1525740120976332
Nicole Choe, H. Shane, R. Schlosser, Charles W. Haynes, Anna A Allen
Many children with autism spectrum disorder (ASD) demonstrate poor comprehension of language at the sentence level in both the spoken modality and the graphic symbol modality. This study explored whether children with ASD are able to follow directives when presented with a graphic symbol sentence that includes an animated symbol for a verb. A total of five participants with moderate-to-severe ASD were presented with 10 graphic symbol sentences and asked to perform the directive using the provided figurines/objects. Results demonstrated that children with ASD can correctly carry out full-sentence directives to varying degrees when the directives represented graphically include an animated verb. Several observations were noted pertaining to participants’ performance and autism severity. The results of this study may have important implications for using animation as a tool to facilitate symbol syntax comprehension.
{"title":"Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study","authors":"Nicole Choe, H. Shane, R. Schlosser, Charles W. Haynes, Anna A Allen","doi":"10.1177/1525740120976332","DOIUrl":"https://doi.org/10.1177/1525740120976332","url":null,"abstract":"Many children with autism spectrum disorder (ASD) demonstrate poor comprehension of language at the sentence level in both the spoken modality and the graphic symbol modality. This study explored whether children with ASD are able to follow directives when presented with a graphic symbol sentence that includes an animated symbol for a verb. A total of five participants with moderate-to-severe ASD were presented with 10 graphic symbol sentences and asked to perform the directive using the provided figurines/objects. Results demonstrated that children with ASD can correctly carry out full-sentence directives to varying degrees when the directives represented graphically include an animated verb. Several observations were noted pertaining to participants’ performance and autism severity. The results of this study may have important implications for using animation as a tool to facilitate symbol syntax comprehension.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"143 - 151"},"PeriodicalIF":0.9,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740120976332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42510194","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 : 2020-11-01DOI: 10.1177/1525740119857701
Kristen R. Victorino, Nicole Magaldi
Diagnostic labels for children with primary, or otherwise unexplained, language disorders range across settings and within the scientific literature. Among other problems, this lack of agreement creates difficulty with the successful employment of evidence-based practice. This article reviews the evolving terminology and addresses issues of inconsistency with a particular focus on instructional opportunities for students in Communication Sciences and Disorders (CSD). The pedagogical approach of problem-based learning (PBL) is well suited to this challenge; a structured model for instruction is reviewed and specific guidelines for educators are suggested.
{"title":"Navigating Terminology and Promoting Evidence-Based Practice for Child Language Disorders: Challenges and Solutions for Educators","authors":"Kristen R. Victorino, Nicole Magaldi","doi":"10.1177/1525740119857701","DOIUrl":"https://doi.org/10.1177/1525740119857701","url":null,"abstract":"Diagnostic labels for children with primary, or otherwise unexplained, language disorders range across settings and within the scientific literature. Among other problems, this lack of agreement creates difficulty with the successful employment of evidence-based practice. This article reviews the evolving terminology and addresses issues of inconsistency with a particular focus on instructional opportunities for students in Communication Sciences and Disorders (CSD). The pedagogical approach of problem-based learning (PBL) is well suited to this challenge; a structured model for instruction is reviewed and specific guidelines for educators are suggested.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"42 1","pages":"58 - 64"},"PeriodicalIF":0.9,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1525740119857701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491805","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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