Language Speech and Hearing Services in Schools最新文献

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.

Purpose: The current understanding of speech services for bilingual children remains limited, particularly in states with unique demographic compositions. New Mexico, with its higher proportion of bilingual speakers and providers compared to national averages, offers a valuable context for examining bilingual service practices. This study investigated the clinical practices of bilingual speech-language pathologists (SLPs) in New Mexico schools when providing services to bilingual children.

Method: This qualitative study employed semistructured interviews with five bilingual SLPs who reported having bilingual children on their school-based caseloads. Interviews were analyzed using thematic analysis procedures to identify patterns in clinical practices.

Results: Five themes emerged from the analysis: (a) systemic structures influence clinical practices; (b) bilingual assessment and intervention is challenging; (c) approach to bilingual communication; (d) strategies for bilingual practice; and (e) need for support as a clinician. These themes were further developed through subthemes that highlighted nuanced aspects of bilingual intervention.

Conclusions: Bilingual SLPs in New Mexico demonstrate approaches largely aligned with evidence-based practices, despite facing significant constraints from environmental factors and external policies. The findings highlight the need for additional resources and systemic support to address the unique challenges of bilingual service delivery. Future research should examine practices across diverse clinical settings and provider types to develop more comprehensive models for supporting bilingual children's communication needs.