Language Speech and Hearing Services in Schools最新文献_第10页

Biliterate Adolescents' Writing Skills in a Two-Majority Language Context. 双语青少年在两种语言语境下的写作技巧。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-05-15 DOI: 10.1044/2025_lshss-24-00156

Eve Julie Rioux,Elin Thordardottir

PURPOSEThis study examined the writing skills of English-French bilingual (EFbil) adolescents with extensive exposure to both languages in a two-majority language context.METHODParticipants were EFbil adolescents (n = 26) and French near-monolinguals (FL1; n = 12) aged 12 to 17 years. All participants wrote image descriptions in French; EFbil also wrote in English. Between-group comparisons were run for complex syntax, errors, and productivity. Within-group comparisons looked at bilinguals across their languages, and oral and written syntax for both groups. Predictors of text quality were explored through multiple regression analyses.RESULTSIn French, both groups performed similarly on productivity and syntactic measures. Bilinguals made more errors, but both groups had a high error-to-productivity ratio. Bilinguals performed similarly in both languages on all measures, except errors that were higher in French. Comparisons between oral and written modalities followed similar patterns for both groups. French exposure and all syntactic measures as well as time spent reading in French were predictive of French text quality. However, a low error-to-productivity ratio best predicted French text quality.CONCLUSIONSResults indicate a similar syntactic performance in French for monolinguals and bilinguals given comparable French school exposure. Being schooled in French did not prevent bilinguals from developing equivalent writing skills in their first language, English. As a majority and globalized language, the environment appears to have allowed bilinguals to maintain sufficient exposure to support their English skills. These results also point to a mutually contributing relationship between the ability to write good content quality and to respect the spelling and grammar of the language.

目的：本研究考察了英法双语青少年在两种主要语言环境中广泛接触两种语言的写作技巧。方法研究对象为法语青少年（n = 26）和法语近单语者(FL1；N = 12)年龄在12 - 17岁之间。所有参与者用法语写图片描述；比尔也用英语写作。组间比较是针对复杂的语法、错误和效率进行的。组内比较考察了两组双语者的语言，以及两组人的口头和书面语法。通过多元回归分析探讨文本质量的预测因素。结果在法语方面，两组在生产力和句法方面表现相似。双语者犯的错误更多，但两组人的错误率都很高。双语者在两种语言的所有测试中表现相似，除了法语的错误更高。两组的口头和书面形式的比较遵循相似的模式。法语接触和所有语法测量以及用法语阅读的时间都可以预测法语文本的质量。然而，较低的错误率最能预测法语文本的质量。结论：单语者和双语者在法语学校教育背景相当的情况下，法语句法表现相似。接受法语教育并不妨碍双语者用母语英语发展同等的写作技能。作为一种主流和全球化的语言，环境似乎允许双语者保持足够的接触来支持他们的英语技能。这些结果还表明，写出高质量内容的能力与尊重语言的拼写和语法之间存在相互促进的关系。

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引用次数: 0

Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders. 分析四种认知构念对非语言智力测验成绩的影响：对神经发育障碍儿童的影响。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-05-14 DOI: 10.1044/2025_lshss-24-00056

Hope Sparks Lancaster,Erin Smolak,Alice Milne,Katherine R Gordon,Samantha N Emerson,Claire Selin

PURPOSEChildren with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative content analysis approach, we examined the extent to which key cognitive constructs are engaged in NVIQ tests and how these constructs compare across different tests.METHODCurrent editions of seven NVIQ tests were selected based on their relevance in clinical and research settings. Qualitative coding of constructs was developed iteratively by speech-language pathologists and researchers. The codes focused on cognitive domains most affected in highly prevalent neurodevelopmental conditions, including attention, receptive language, statistical learning, and working memory.RESULTSWe identified multiple subfeatures for our constructs of interest. Using this coding framework, we found that NVIQ tests qualitatively differ in the extent to which these four constructs influence test performance.CONCLUSIONSOur findings suggest that understanding the impact of cognitive constructs on NVIQ tests can help explain why children with neurodevelopmental disorders exhibit lower and more unstable NVIQ scores compared to their peers. We provide recommendations for the use of NVIQ tests with neurodevelopmental disorder populations and encourage researchers and clinicians in speech and hearing sciences and psychology to use our results to inform test interpretation and selection.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28886957.

目的：与正常发育的同龄人相比，患有神经发育障碍的儿童在历史上表现出更低、更多变的非语言智力（NVIQ）得分。我们假设，测试本身的内在特征，特别是他们评估的认知结构，可能解释了较低的分数和测试之间和随着时间的变化。使用定性内容分析方法，我们检查了关键认知结构在NVIQ测试中的参与程度，以及这些结构在不同测试中的比较情况。方法根据其在临床和研究环境中的相关性选择当前版本的7个NVIQ测试。构念的定性编码是语言病理学家和研究人员反复开发的。这些代码集中在高度普遍的神经发育条件下最受影响的认知领域，包括注意力、接受性语言、统计学习和工作记忆。结果我们为我们感兴趣的构造确定了多个子特征。使用这个编码框架，我们发现NVIQ测试在这四种结构对测试性能的影响程度上有质的不同。结论我们的研究结果表明，理解认知构式对NVIQ测试的影响有助于解释为什么神经发育障碍儿童的NVIQ分数比同龄人低且更不稳定。我们为神经发育障碍人群使用NVIQ测试提供建议，并鼓励言语、听力科学和心理学领域的研究人员和临床医生使用我们的结果来指导测试的解释和选择。补充MATERIALhttps: / / doi.org/10.23641/asha.28886957。

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引用次数: 0

"It's Not My Journey, It's Theirs": Experiences of Part C Providers Screening for Autism. “这不是我的旅程，这是他们的”：C部分提供者筛查自闭症的经验。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-05-14 DOI: 10.1044/2025_lshss-24-00100

Sarah D Wiegand,Jennifer A Brown,Rebecca G Lieberman-Betz

PURPOSEPart C early intervention (EI) providers, including speech-language pathologists, are often involved in autism screening practices and discussing autism with families of toddlers. The purpose of this study was to understand EI providers' perspectives of screening for autism.METHODUsing a phenomenological qualitative design, we explored EI providers' perspectives and experiences related to autism screening and engaging in conversations about autism with families.RESULTSFindings from semistructured interviews with EI providers revealed themes related to (a) experiences screening for autism and engaging in conversations about autism, (b) interactions with families during autism conversations, and (c) resources and supports for providers and families.CONCLUSIONFindings from this study have implications for professional development and policies surrounding screening for autism in Part C.

目的C部分早期干预（EI）提供者，包括语言病理学家，经常参与自闭症筛查实践，并与幼儿家庭讨论自闭症。本研究的目的是了解情商提供者对自闭症筛查的看法。方法采用现象学定性设计，探讨情商提供者在自闭症筛查和与家庭进行自闭症对话方面的观点和经验。结果对EI提供者的半结构化访谈揭示了以下主题：(a)自闭症筛查和参与自闭症对话的经历，(b)自闭症对话期间与家庭的互动，以及(c)对提供者和家庭的资源和支持。结论本研究结果对C部分自闭症筛查的专业发展和相关政策具有启示意义。

引用次数: 0

The Personal Narratives of Croatian-Speaking Children With Developmental Language Disorder: Investigating the Influence of Emotional Valence at Linguistic, Propositional, and Macrostructure Levels. 克罗埃西亚语发展性语言障碍儿童的个人叙事：在语言、命题和宏观结构层面调查情绪效价的影响。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-05-05 DOI: 10.1044/2025_lshss-24-00111

Mateja Gabaj,Jelena Kuvač Kraljević,Marleen F Westerveld

PURPOSEAlthough it is known that children with developmental language disorder (DLD) have difficulty composing personal narratives, previous studies have not employed a wide range of measures that reflect functioning at the different levels of discourse processing, as proposed in the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Because children evoke pleasant or unpleasant events through personal narratives, this study examines whether the emotional valence of the event influences the narrative production of Croatian-speaking children with DLD and those with typical language development (TLD) at the linguistic, propositional, and macrostructure levels.METHODFifty 10-year-old Croatian-speaking children with DLD and 50 gender-matched peers with TLD told personal narratives elicited through emotion-based prompts using the Global TALES protocol. Emotional valence was analyzed by coding each narrative event as either pleasant (positive) or unpleasant (negative). The narratives were evaluated using measures from the linguistic (lexical diversity, grammatical complexity, and accuracy), propositional (mazes, incomplete utterances, local coherence) and macrostructure (global coherence) levels.RESULTSOur results show that children with DLD who speak Croatian have difficulty forming personal narratives at all three levels of discourse production, as evidenced by lower grammatical complexity and accuracy, more incomplete utterances, and lower local and global coherence. These difficulties are consistent in both positive and negative narratives. Results also showed that negative narratives are chronologically better ordered than positive narratives in both groups of children.CONCLUSIONThese findings provide further evidence that children with DLD have considerable difficulty producing linguistically well-organized, complete, and coherent personal narratives across different levels of the LUNA framework, regardless of the emotional valence of the events they recount.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28819385.

目的：虽然我们知道患有发展性语言障碍（DLD）的儿童在撰写个人叙事方面存在困难，但之前的研究并没有采用广泛的测量方法来反映不同层次的话语处理功能，如失语症叙事的语言基础（LUNA）框架所提出的那样。由于儿童通过个人叙述唤起愉快或不愉快的事件，本研究探讨了事件的情感效价是否会影响讲克罗地亚语的DLD儿童和具有典型语言发展（TLD）的儿童在语言、命题和宏观结构层面的叙述产生。方法50名10岁讲克罗地亚语的DLD儿童和50名性别匹配的TLD儿童使用全球故事协议，通过基于情感的提示讲述个人故事。通过将每个叙述事件编码为愉快（积极）或不愉快（消极）来分析情绪效价。通过语言（词汇多样性、语法复杂性和准确性）、命题（迷宫、不完整的话语、局部连贯）和宏观结构（整体连贯）水平对叙事进行评估。结果：我们的研究结果表明，说克罗地亚语的DLD儿童在话语生成的所有三个层面上都难以形成个人叙事，这体现在语法复杂性和准确性较低、话语不完整、局部和整体连贯性较低。这些困难在积极和消极的叙述中都是一致的。结果还显示，在两组儿童中，消极叙述的时间顺序比积极叙述的时间顺序更好。结论：这些研究结果进一步证明，无论他们叙述的事件的情感价值如何，DLD儿童在跨LUNA框架的不同层面上，在语言组织良好、完整和连贯的个人叙述方面存在相当大的困难。补充MATERIALhttps: / / doi.org/10.23641/asha.28819385。

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引用次数: 0

Preparing Adolescents Who Stutter for the Transition to Life After High School. 让口吃的青少年为高中毕业后的生活做好准备。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-05-05 DOI: 10.1044/2025_lshss-24-00082

Naomi H Rodgers,Darby Marsh,Kelly Jacobs,Ginger G Collins

PURPOSEThe purpose of this project was to understand the needs of adolescents who stutter as they transition to life after high school, and to develop an evidence-based discussion guide for speech-language pathologists (SLPs) to use in their postsecondary transition planning with adolescents who stutter.METHODWe conducted four focus groups: two with current high schoolers who stutter and recent high school graduates who stutter (n = 11) and two with parents of high schoolers who stutter and high school-based SLPs (n = 14). The focus groups were recorded, transcribed, and analyzed using reflexive thematic analysis.RESULTSThree to five themes were created for each of the three main domains of transition plans: postsecondary education/training, employment, and independent living. While the themes were unique to each postsecondary domain, there was a common thread of helping adolescents develop an open, proactive stance toward stuttering and discussing stuttering with others.CONCLUSIONSSLPs are uniquely positioned to guide adolescents who stutter through the postsecondary transition process, as they are often the only specialized support personnel working with students who stutter in the schools. There are discussion topics that are important to facilitate with adolescents who stutter as they prepare to transition to life after high school, which we present in a printable discussion guide located as supplemental material to this article.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28824512.

目的本研究旨在了解口吃青少年在高中毕业后向生活过渡的需求，并为言语语言病理学家（slp）提供一个基于证据的讨论指南，用于他们对口吃青少年的中学后过渡计划。方法我们进行了四个焦点小组：两个是目前口吃的高中生和刚毕业的高中口吃者（n = 11），两个是口吃高中生的父母和以高中为基础的语言障碍儿童（n = 14）。使用反身性主题分析对焦点小组进行记录、转录和分析。结果：针对转型计划的三个主要领域分别创建了三到五个主题：高等教育/培训、就业和独立生活。虽然每个高等教育领域的主题都是独特的，但有一个共同的线索，即帮助青少年对口吃形成开放、积极的态度，并与他人讨论口吃。结论：在引导口吃青少年完成中学后的过渡过程中，sslp具有独特的地位，因为他们通常是学校中唯一与口吃学生一起工作的专业支持人员。有一些重要的讨论话题可以帮助那些在高中毕业后准备过渡到生活中的口吃青少年，我们在本文的补充材料中提供了一份可打印的讨论指南。补充MATERIALhttps: / / doi.org/10.23641/asha.28824512。

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引用次数: 0

Examining the Social Validity of Sketch and Speak Expository Intervention for Adolescent Students, Their Parents, and Their Speech-Language Pathologists. 对青少年学生、家长及言语病理学家进行素描和说话说明文干预的社会效度检验。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-04-29 DOI: 10.1044/2025_lshss-24-00079

Amy K Peterson,Teresa Ukrainetz

PURPOSEThis study explores the social validity of an expository note-taking and oral practice intervention, Sketch and Speak, for high school students with language-related learning disabilities (LLDs), their parents, and their high school speech-language pathologists (SLPs) after instruction via telepractice. The main study is reported in Peterson and Ukrainetz (2023). This report provides an additional in-depth analysis of participant perceptions.METHODThree adolescents with LLDs entering ninth grade participated in this study. Data were collected from invested groups with pre-/post-intervention social validity questionnaires and post-intervention semistructured interviews. The interviews included brief video demonstrations of student performance in treatment. For the adolescents and their parents, Likert scale responses and open-ended question responses were analyzed qualitatively through content analysis. SLP interview responses were analyzed qualitatively using thematic analysis.RESULTSContent analysis of the student responses indicated potential independent use of strategies in school activities. Student self-ratings of learning behaviors did not change noticeably from pre- to post-intervention. Parents spoke about improvements in their children's overall learning confidence. The SLP responses revealed three main themes about potential clinical use: buy-in, barriers to implementation, and generalizability. All three participant groups shared perceptions of increased student confidence and ownership of learned materials.CONCLUSIONThis preliminary exploration suggests that Sketch and Speak may be a socially valid and academically useful intervention for adolescents in high school, even when delivered via telepractice.

目的探讨说说性笔记和口语练习干预“素描和说话”对语言相关学习障碍高中生、其父母和高中言语语言病理学家进行远程教学后的社会效度。主要研究报告在Peterson和Ukrainetz（2023）。本报告还对参与者的看法进行了深入分析。方法选取三名初中生为研究对象。通过干预前/干预后社会效度问卷和干预后半结构化访谈对被干预组进行数据收集。访谈包括简短的视频演示学生在治疗中的表现。通过内容分析，对青少年及其父母的Likert量表和开放式问题的回答进行定性分析。使用专题分析对SLP访谈反应进行定性分析。结果学生回答的内容分析显示学生在学校活动中有可能独立使用策略。学生的学习行为自评在干预前与干预后并无显著改变。家长们谈到了孩子们整体学习信心的提高。SLP反应揭示了潜在临床应用的三个主要主题：购买，实施障碍和推广。所有三个参与小组都认为提高了学生的信心和对学习材料的所有权。结论本初步研究表明，素描和说话对高中青少年可能是一种社会有效和学业上有用的干预，即使是通过远程实践进行的。

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引用次数: 0

Fill in the Blank: English Morphosyntax Production in Matched Bilingual Groups. 填空：匹配双语群体中英语词法的产生。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-04-24 DOI: 10.1044/2025_lshss-24-00129

Akinjide Famoyegun,Giang T Pham,Lisa M Bedore,Elizabeth D Peña

PURPOSEThis study compared English grammatical performance of bilingual school-age children who spoke either Spanish or Vietnamese at home, focusing on their first-language influence on the acquisition of 13 English grammatical forms.METHODScores from 30 children on a cloze task were analyzed for accuracy, developmental patterns, and error types. Pairwise matching was used to match individual Vietnamese and Spanish bilinguals on age and English experience. Caregivers rated language ability and daily use of the home language and English.RESULTSHigher grammatical accuracy across groups was associated with older age and higher caregiver ratings of children's language ability. Groups showed similar patterns on some grammatical forms (e.g., higher accuracy on plurals than irregular past), consistent with previously reported developmental patterns of monolingual English-speaking children. Differences in other patterns were related to first-language influence. For example, phonological constraints of Vietnamese (e.g., no word-final /s/), led to lower accuracy in English forms requiring such sounds.CONCLUSIONSEnglish grammatical performance in bilinguals can reflect both general developmental patterns and first-language influence. As bilingual children may rely on linguistic cues specific to their first language, classroom instruction can be adjusted to be more culturally and linguistically responsive.

目的比较在家说西班牙语和越南语的双语学龄儿童的英语语法表现，重点研究他们的母语对13种英语语法形式习得的影响。方法对30名儿童完成完形填空任务的得分进行准确性、发展模式和错误类型的分析。两两配对用于越南语和西班牙语双语者的年龄和英语经验的配对。护理人员评估了语言能力和日常使用母语和英语的情况。结果各组中较高的语法准确性与年龄和较高的照顾者对儿童语言能力的评价有关。各组在某些语法形式上表现出相似的模式（例如，复数比不规则过去时的准确性更高），这与先前报道的单语英语儿童的发展模式一致。其他模式的差异与母语影响有关。例如，越南语的语音限制（例如，没有词尾/s/）导致英语形式需要这些声音的准确性较低。结论双语者的英语语法表现既反映了一般发展模式，也反映了母语影响。由于双语儿童可能依赖于母语特定的语言线索，课堂教学可以调整为更符合文化和语言的反应。

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引用次数: 0

Early Childhood Practitioners' Use of Language Facilitation Strategies During Informational Book Reading: Relation to Language Skills of Children With Developmental Language Disorder. 幼儿教师在信息阅读中使用语言促进策略：与发展性语言障碍儿童语言技能的关系

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-04-10 Epub Date: 2025-01-08 DOI: 10.1044/2024_LSHSS-23-00141

Ying Guo, Allison Breit, Yanli Xie

Purpose: The primary aim of the study was to examine the association between early childhood practitioners' use of language facilitation strategies during interactive book reading of informational texts related to science and the language skills of preschool children with developmental language disorder (DLD).

Method: Twenty-four practitioners (12 early childhood special education teachers and 12 speech-language pathologists) and 33 preschoolers with DLD participated. Practitioners received training and implemented an informational book-reading intervention for 19 weeks. Practitioners' use of language facilitation strategies (i.e., activating thinking by setting the informational text structure, asking target questions, asking inferential questions, and providing support) was coded using an observational tool. Children with DLD were assessed with a battery of language assessments at pre- and post-intervention.

Results: Providing support significantly predicted the receptive academic vocabulary and receptive understanding of signal words of preschoolers with DLD. Practitioners asking target questions (direct questions related to targeted academic vocabulary and signal words) significantly predicted the receptive academic vocabulary of preschoolers with DLD. By contrast, these two types of language facilitation strategies were not related to expressive academic vocabulary or signal words. The other language facilitation strategies (i.e., activating thinking by setting the informational text structure and asking inferential questions) did not contribute to receptive or expressive academic vocabulary or signal words.

Conclusion: Our findings suggest that asking direct questions and providing support may be effective mechanisms for supporting children's understanding of academic vocabulary and signal words during interactive book reading of informational texts.

目的：本研究的主要目的是探讨幼儿教师在互动阅读科学类信息文本时使用语言促进策略与学龄前发育性语言障碍儿童语言技能之间的关系。方法：24名从业人员（12名幼儿特殊教育教师和12名语言病理学家）和33名DLD学龄前儿童参与。从业人员接受了培训，并实施了为期19周的信息阅读干预。使用观察工具对从业者使用语言促进策略（即通过设置信息文本结构、提出目标问题、提出推理问题和提供支持来激活思维）进行编码。在干预前和干预后对患有DLD的儿童进行了一系列语言评估。结果：提供支持对DLD学龄前儿童的接受性学术词汇和信号词的接受性理解有显著的预测作用。实践者提出的目标问题（与目标学术词汇和信号词相关的直接问题）显著预测了DLD学龄前儿童的学术词汇接受性。相比之下，这两种类型的语言促进策略与表达性学术词汇或信号词无关。其他语言促进策略（即通过设置信息文本结构和提出推理问题来激活思维）对接受性或表达性学术词汇或信号词没有贡献。结论：直接提问和提供支持是促进幼儿在信息文本互动阅读过程中对学术词汇和信号词理解的有效机制。

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引用次数: 0

Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention. 在同龄人网络干预中教授小学同龄人回应性互动以及辅助和替代性交流策略。

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-04-10 Epub Date: 2025-03-26 DOI: 10.1044/2025_LSHSS-24-00092

Elizabeth E Biggs, Erin C Turner, Emily Elchos, Emilee Spann, Kendra E Scotti

Purpose: Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network intervention.

Method: A single-case, multiple-baseline across-strategies design was used to evaluate whether an initial teaching session paired with coaching was effective to teach peers responsive interaction strategies that incorporated aided augmentative and alternative communication. Participants were two elementary-aged autistic students who were minimally speaking, four peers, and their educational team members.

Results: The initial teaching paired with coaching was effective in teaching peers the three responsive interaction strategies called the Ways to Talk and Play. Additionally, the nature of interactions changed in beneficial ways when peers learned the Ways to Talk and Play. The strategies were viewed favorably by students with autism, peers, and educational team members.

Conclusion: School teams can use intervention models such as this to improve outcomes for minimally speaking students with autism by equipping peers as responsive communication and play partners.

Supplemental material: https://doi.org/10.23641/asha.28629023.

目的：小学年龄的同龄人通常需要支持，以便他们与最低限度说话（即少于30个功能性口语单词）的自闭症同学进行积极互动。本研究考察同伴是否可以在同伴网络干预中学习使用响应性互动策略来支持包容性游戏和沟通。方法：采用单案例、多基线跨策略设计来评估与辅导相结合的初始教学环节是否有效地教授同伴响应性互动策略，包括辅助增强和替代沟通。参与者是两个最低限度说话的小学年龄自闭症学生，四个同龄人和他们的教育团队成员。结果：最初的教学与指导相结合，在教授同伴三种被称为谈话和玩耍的方式的反应性互动策略方面是有效的。此外，当同伴们学会了说话和玩耍的方式时，互动的性质也发生了有益的变化。这些策略得到了自闭症学生、同龄人和教育团队成员的认可。结论：学校团队可以使用这样的干预模型，通过使同伴成为反应迅速的交流伙伴和游戏伙伴，来改善说话最少的自闭症学生的结果。补充资料：https://doi.org/10.23641/asha.28629023。

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引用次数: 0

Speech-Language Pathologists' Perspectives on Language Assessment in Bilingual Children. 语言病理学家对双语儿童语言评价的看法。

IF 2.4 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools

Pub Date : 2025-04-10 DOI: 10.1044/2025_lshss-24-00145

Michelle Hernandez,Katrina Fulcher-Rood,Anny Castilla-Earls

PURPOSEThis study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders.METHODPhone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale and the integration of assessment data to determine diagnosis and treatment eligibility.RESULTSThe results of this study suggest that SLPs use a combination of norm-referenced and informal assessments when evaluating bilingual children. Informal measures, such as parent/teacher interviews and language sampling, were relied upon for diagnostic decisions, contrasting with the emphasis on norm-referenced testing observed in previous research. District policies and guidelines influenced norm-referenced assessments. Informal tools were used to capture natural language use, provide a comprehensive view of bilingual abilities, and gather detailed case histories.CONCLUSIONSSchool-based SLPs integrate norm-referenced and informal measures in their bilingual assessment practices, with a notable reliance on informal assessments for diagnostic decision making. This approach contrasts with the reliance on norm-referenced measures typically observed in monolingual assessment practices, reflecting SLPs' potential recognition of limitations and biases in norm-referenced tests when used with bilingual children. The findings suggest that SLPs are aware of and use culturally sensitive diagnostic practices.

目的：本研究采用半结构化的开放式访谈方法，从学校语言病理学家（slp）那里收集有关他们对疑似语言障碍的双语儿童进行评估的信息。方法对美国25所学校的slp进行电话访谈。访谈探讨了与工具选择和基本原理以及评估数据的整合相关的评估主题，以确定诊断和治疗资格。结果本研究结果表明，语言服务提供者在评估双语儿童时使用规范参考和非正式评估相结合的方法。非正式的措施，如家长/教师访谈和语言抽样，依赖于诊断决策，与以往研究中观察到的对规范参考测试的强调形成对比。地区政策和指导方针影响了参照标准的评估。非正式工具用于捕捉自然语言的使用，提供双语能力的全面视图，并收集详细的案例历史。结论：以学校为基础的特殊教育项目在其双语评估实践中整合了规范参考和非正式措施，在诊断决策中明显依赖非正式评估。这种方法与单语评估实践中通常观察到的对规范参考措施的依赖形成对比，反映了slp在使用双语儿童时对规范参考测试的局限性和偏见的潜在认识。研究结果表明，slp意识到并使用具有文化敏感性的诊断方法。

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引用次数: 0