Language Speech and Hearing Services in Schools最新文献

Purpose: The purpose of this study is to compare the effects of two vocabulary interventions (a structured, explicit instruction intervention and a naturalistic, incidental teaching intervention) for children who use robust, high-tech augmentative and alternative communication (AAC).

Method: This study used an adapted alternating-treatments single-subject design to compare the effects of both interventions for early language learners with intellectual and/or developmental disabilities who use AAC. Three children who use robust, high-tech AAC devices participated in this study across 9 weeks. All participants attended two intervention sessions weekly: one explicit instruction session and one incidental teaching session. The order that children received the intervention sessions within each week was randomized. One word list (containing 10 words) was taught in each session; different word lists were used for explicit instruction and incidental teaching sessions. All target words were probed prior to intervention and after intervention to determine the total number of words learned in each intervention.

Results: All children learned words in both interventions. However, all children learned words more efficiently in the structured, explicit instruction intervention.

Conclusion: These preliminary data suggest that a structured, explicit instruction intervention yields better vocabulary outcomes than a naturalistic, incidental teaching intervention for early language learners who use robust, high-tech AAC.

This epilogue reviews key concepts and summarizes the seven articles presented in the forum focused on addressing childhood trauma and maltreatment through the lens of the International Classification of Functioning, Disability and Health (ICF) framework. Each of these articles presents information relevant to how the occurrence and subsequent effects of trauma and maltreatment can be conceptualized, realized, and mitigated. At its essence, this forum provides a collection of articles that underscore how to provide contextualized care by considering environment, social factors, individual characteristics, and so forth, as opposed to focusing on treatment in insolation. While different approaches are discussed, this epilogue highlights the central theme of the ICF and how speech-language pathologists can apply this framework to provide compassionate trauma-informed care to children with communication disorders who have experienced trauma and/or maltreatment.

Purpose: A history of trauma is significantly related to the likelihood of having a language disorder. Given that one in seven children experience maltreatment in the United States, it is essential that school-based speech-language pathologists are well prepared to engage in trauma-informed practice when working with children and adolescents who have a history of trauma. The primary purpose of this tutorial is to provide an overview of trauma and its relationship to language and to synthesize the extant literature on trauma-informed approaches that could be used by speech-language pathologists. Trauma-informed practices include preventing retraumatization and recognizing trauma responses, creating a safe environment, collaborating with team members, using a strengths-based approach, obtaining a comprehensive case history to guide decisions, and empowering the students by including them in choices.

Conclusion: This tutorial discusses each of these approaches, describes how these approaches could be used in the context of speech-language practice, provides a questionnaire that was developed to obtain the case histories of students with a history of trauma, and illustrates case examples of how trauma-informed approaches might be implemented by speech-language pathologists.

Purpose: Childhood trauma is pervasive and can have widespread negative influences on language development. Children with disabilities, especially with communication disorders, are at elevated risk for, and have barriers to reporting, neglect and abuse. Protective factors, such as responsive caregivers and trauma-informed services, can buffer against the influence of trauma for individual children. Caregiver coaching is a common delivery method of early language intervention. Although principles of trauma-informed practice exist broadly in the field of mental health, there has been limited direct application to early language intervention. In this clinical tutorial, we aim to (a) describe how childhood trauma can impact language interaction, development, and caregiver coaching and (b) apply trauma-informed practice to caregiver coaching in early language intervention.

Method: We adapt the Substance Abuse and Mental Health Services Administration principles of trauma-informed care-realize, recognize, respond, and resist-to the context of early language development and intervention. In the first section, we use the ecobehavioral model of early language development as a framework for realizing the mechanisms by which trauma might impact children's development and their caregivers. We also describe how to apply an International Classification of Functioning, Disability and Health model of assessment to systematically and comprehensively recognize individual child and caregiver strengths and needs. In the second section, we present applied strategies for responding to trauma and resisting retraumatization.

Conclusions: The pervasiveness of childhood trauma and the uniqueness of individual experiences necessitate trauma-informed practices within early language intervention. This tutorial provides background knowledge and applied strategies for clinicians to implement trauma-informed strategies.

Purpose: The aims of this tutorial were to provide an overview of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework and present how speech-language pathologists (SLPs) can use this framework to support the language skills of young children who have experienced complex trauma.

Method: Included in this tutorial area is a brief review of the various forms of trauma, as well as the ways in which the ICF provides a unique model through which to view language impairments in children with a history of trauma exposure. Additionally, the known impact of trauma on language is reviewed through an ICF lens, including Body Functions & Structures, Activity, Participation, and Contextual Factors (Environmental and Personal Factors). A case study is also provided as an exemplar for using the ICF to guide assessment and treatment.

Implications: This tutorial will facilitate SLPs' understanding of how the ICF framework can support understanding the complex interplay between exposure to trauma, language development, and language use in functional contexts. Strategies for optimizing assessment and intervention practices, as well as considering a child's environmental and personal factors, are reviewed. Ultimately, these practices help facilitate informed practices when providing language intervention in naturalistic contexts (including social/pragmatic) and supporting academic success.

Purpose: This article highlights how the World Health Organization's International Classification of Functioning, Disability and Health framework aligns with a trauma lens in speech-language pathology practice by considering risk and protective factors in a client's life and within clinical care interactions at individual, family, and community and population levels. This approach shifts practitioners from a traditional biomedical model to a holistic biopsychosocial model that considers the needs, strengths, and priorities of family members, in alignment with shifts in the field. Appropriate models of service delivery, the application of trauma-informed principles, and the need for changing systems and policies to promote equity in services are also discussed.

Conclusions: By addressing both personal and environmental contextual factors, speech-language pathologists can better understand and support their clients' unique experiences and needs. This comprehensive understanding fosters a more inclusive, effective, and compassionate practice, ultimately enhancing the overall well-being and outcomes of clients.

Purpose: Developmental language disorder (DLD) affects an estimated 7%-10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students' oral narrative language outcomes.

Method: A quasi-experimental pretest-posttest nonequivalent groups design was utilized, comparing students receiving the intervention (n = 30) to a control group with business-as-usual instruction (n = 21).

Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group.

Discussion: Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed.

Supplemental material: https://doi.org/10.23641/asha.30408514.