Pub Date : 2025-11-25DOI: 10.1044/2025_lshss-25-00084
Julia Wallmann,Christina Samuelsson,Birgitta Sahlén,Christina Reuterskiöld,Olof Sandgren,Anna Ekström
PURPOSEProvision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders' experiences.METHODThe study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12-16 years). The students, their caregivers, teachers, members of the support staff, and school-based speech-language pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders' perspectives were analyzed using reflexive thematic analysis.RESULTSAll stakeholders described educational support as crucial for the facilitation of the students' academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students' academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) trade-off between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference.CONCLUSIONSThe results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.30584123.
{"title":"Key Stakeholder Views on Educational Support and Academic Progress for Students With Developmental Language Disorder.","authors":"Julia Wallmann,Christina Samuelsson,Birgitta Sahlén,Christina Reuterskiöld,Olof Sandgren,Anna Ekström","doi":"10.1044/2025_lshss-25-00084","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00084","url":null,"abstract":"PURPOSEProvision of adequate support is much needed to secure equal educational opportunities for students with developmental language disorder (DLD). Important perspectives on support provision and its impact on academic progress are held by school professionals, caregivers, and students with DLD. This study sought to further the current knowledge on the perceived relation between educational support and academic progress for students with DLD by exploring key stakeholders' experiences.METHODThe study was centered around three students with DLD in the latter part of Swedish compulsory school (aged 12-16 years). The students, their caregivers, teachers, members of the support staff, and school-based speech-language pathologists were organized in three clusters, each centered around one student with DLD. Based on individual semistructured interviews, the stakeholders' perspectives were analyzed using reflexive thematic analysis.RESULTSAll stakeholders described educational support as crucial for the facilitation of the students' academic progress. Despite similarities in support provision, the perceived relation between the support provided and the students' academic progress varied in the three clusters. Our analysis is presented as three main themes, each constructed from stakeholder experiences in one cluster: (a) trade-off between student effort and achievement, (b) when support is not supportive, and (c) collaboration and targeted support have made great difference.CONCLUSIONSThe results of this study emphasize the complexity of the relation between educational support and academic progress, showing that outcomes may differ considerably between educational contexts, despite similarities in support provision. The results suggest that the development of adequate support for students with DLD needs to include the perspectives of key stakeholders, particularly students themselves.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.30584123.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"71 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-25DOI: 10.1044/2025_lshss-24-00167
MacKenzie H Chambers,Alisha L Jones,Kathleen Lea
PURPOSEIn the United States, hearing loss has been found in 10%-20% of the pediatric population. Pediatric hearing loss can negatively impact academic performance and has been shown to negatively impact reading, writing, math, and other academic areas (Collier, 2025; Niclasen et al., 2016). Educational audiologists are part of the school multidisciplinary team who facilitate listening, learning, and communication access, as well as advocate for school children with hearing loss (Educational Audiology Association, 2019). Approximately 87% of students with hearing loss in the United States spend a portion of the school day in general education classrooms (Berndsen & Luckner, 2012). Therefore, the working relationship between the educational audiologist and classroom teacher is essential to facilitate successful learning for children with hearing loss. This study aims to determine general education teachers' familiarity with educational audiologists, as well as their confidence levels in teaching children who are hard of hearing.METHODA Qualtrics (2025) survey analyzing teachers' exposure to students with hearing loss, their access to audiological resources, and their knowledge on the interconnectedness between education and audiology was sent to teachers. The teachers had a variety of work backgrounds including private school, public school, experience (or no experience) working with students with hearing loss, and experience (or no experience) working with educational audiologists. The authors hypothesized that teachers would have a limited knowledge of audiology and low confidence levels in teaching students with hearing loss.RESULTSA total of 93 teachers from seven states in the United States (GA, AL, FL, VA, TN, NJ, and AK) completed the survey. Results indicate that most participants are confident in teaching a child with hearing loss (54.84%; n = 51), have little to no experience with educational audiologists (69.89%; n = 65), and are unaware of the services an educational audiologist provides.CONCLUSIONThe findings reveal a disconnect between those who teach and audiology, which should encourage audiologists to advocate for the field through increased education and resources to all types of classroom teachers in all school settings.
{"title":"A Survey of Teachers' Knowledge of Audiology in an Educational Setting.","authors":"MacKenzie H Chambers,Alisha L Jones,Kathleen Lea","doi":"10.1044/2025_lshss-24-00167","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00167","url":null,"abstract":"PURPOSEIn the United States, hearing loss has been found in 10%-20% of the pediatric population. Pediatric hearing loss can negatively impact academic performance and has been shown to negatively impact reading, writing, math, and other academic areas (Collier, 2025; Niclasen et al., 2016). Educational audiologists are part of the school multidisciplinary team who facilitate listening, learning, and communication access, as well as advocate for school children with hearing loss (Educational Audiology Association, 2019). Approximately 87% of students with hearing loss in the United States spend a portion of the school day in general education classrooms (Berndsen & Luckner, 2012). Therefore, the working relationship between the educational audiologist and classroom teacher is essential to facilitate successful learning for children with hearing loss. This study aims to determine general education teachers' familiarity with educational audiologists, as well as their confidence levels in teaching children who are hard of hearing.METHODA Qualtrics (2025) survey analyzing teachers' exposure to students with hearing loss, their access to audiological resources, and their knowledge on the interconnectedness between education and audiology was sent to teachers. The teachers had a variety of work backgrounds including private school, public school, experience (or no experience) working with students with hearing loss, and experience (or no experience) working with educational audiologists. The authors hypothesized that teachers would have a limited knowledge of audiology and low confidence levels in teaching students with hearing loss.RESULTSA total of 93 teachers from seven states in the United States (GA, AL, FL, VA, TN, NJ, and AK) completed the survey. Results indicate that most participants are confident in teaching a child with hearing loss (54.84%; n = 51), have little to no experience with educational audiologists (69.89%; n = 65), and are unaware of the services an educational audiologist provides.CONCLUSIONThe findings reveal a disconnect between those who teach and audiology, which should encourage audiologists to advocate for the field through increased education and resources to all types of classroom teachers in all school settings.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"17 1","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUNDParents of children with central auditory processing disorder (CAPD) face stressors related to their children's communication and learning difficulties. Currently, no research has explored how personality traits influence burnout among parents of children with CAPD.AIMSThis study investigated the relationships between parental burnout, the Big Five personality traits, and life satisfaction among parents of children with CAPD.METHODSThere were 248 parents (197 mothers, 51 fathers) of children with CAPD (Mage = 11 years) who participated. We analyzed three subgroups of parents: those whose child only had CAPD; those whose child had CAPD and speech, language, or articulation disorders; and those whose child had CAPD accompanied by other severe health conditions. Parents completed the Parental Burnout Assessment, a Big Five personality questionnaire International Personality Item Pool-Big Five Markers-20, and rated their life satisfaction on a visual analog scale.RESULTSParents of children with CAPD and additional health problems showed higher burnout levels than the general population. Protective factors against burnout included higher emotional stability, higher conscientiousness, and greater life satisfaction. Surprisingly, higher agreeableness and higher education predicted increased burnout. Fathers showed greater emotional distancing from their children than mothers.CONCLUSIONSPsychological interventions should be offered to parents of children with CAPD. Priority should be given to those parents with profiles associated with higher burnout risk: low in emotional stability (and/or conscientiousness), high in agreeableness, having received higher education, having a younger child, and having a child with CAPD and other additional health challenges.
{"title":"Big Five Personality Traits and Life Satisfaction as Predictors of Parental Burnout in Parents of Children With Central Auditory Processing Disorders.","authors":"Joanna Kobosko,Lech Śliwa,Małgorzata Ganc,Dorota Beata Porembska,Edyta Zielińska,Anna Skoczylas,Henryk Skarżyński,W Wiktor Jedrzejczak","doi":"10.1044/2025_lshss-25-00067","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00067","url":null,"abstract":"BACKGROUNDParents of children with central auditory processing disorder (CAPD) face stressors related to their children's communication and learning difficulties. Currently, no research has explored how personality traits influence burnout among parents of children with CAPD.AIMSThis study investigated the relationships between parental burnout, the Big Five personality traits, and life satisfaction among parents of children with CAPD.METHODSThere were 248 parents (197 mothers, 51 fathers) of children with CAPD (Mage = 11 years) who participated. We analyzed three subgroups of parents: those whose child only had CAPD; those whose child had CAPD and speech, language, or articulation disorders; and those whose child had CAPD accompanied by other severe health conditions. Parents completed the Parental Burnout Assessment, a Big Five personality questionnaire International Personality Item Pool-Big Five Markers-20, and rated their life satisfaction on a visual analog scale.RESULTSParents of children with CAPD and additional health problems showed higher burnout levels than the general population. Protective factors against burnout included higher emotional stability, higher conscientiousness, and greater life satisfaction. Surprisingly, higher agreeableness and higher education predicted increased burnout. Fathers showed greater emotional distancing from their children than mothers.CONCLUSIONSPsychological interventions should be offered to parents of children with CAPD. Priority should be given to those parents with profiles associated with higher burnout risk: low in emotional stability (and/or conscientiousness), high in agreeableness, having received higher education, having a younger child, and having a child with CAPD and other additional health challenges.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145545039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-12DOI: 10.1044/2025_lshss-25-00023
Rebecca Summy,Hugh W Catts,Yaacov Petscher
PURPOSEThis preliminary study evaluated the relative importance of seven language screening measures, including sentence repetition, vocabulary, nonword repetition, listening comprehension, and word learning, in predicting overall language ability.METHODA total of 126 kindergarten and first-grade students completed a comprehensive language screening battery, followed by an overall language assessment. Dominance analysis was used to assess complete, conditional, and general dominance for all language predictors.RESULTSSentence repetition emerged as the most dominant predictor, demonstrating complete dominance over all other language predictors. A synonyms task was the second strongest predictor, though there was a substantial gap in the variance explained between sentence repetition and synonyms. The word learning task was the weakest predictor among all measures.CONCLUSIONSThis study supports prior research underscoring the strength of sentence repetition as a screening measure. While sentence repetition should serve as the cornerstone of language screening, further research is needed to explore whether additional language measures enhance accuracy.
{"title":"Evaluating the Relative Importance of Seven Language Screening Measures: A Preliminary Investigation.","authors":"Rebecca Summy,Hugh W Catts,Yaacov Petscher","doi":"10.1044/2025_lshss-25-00023","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00023","url":null,"abstract":"PURPOSEThis preliminary study evaluated the relative importance of seven language screening measures, including sentence repetition, vocabulary, nonword repetition, listening comprehension, and word learning, in predicting overall language ability.METHODA total of 126 kindergarten and first-grade students completed a comprehensive language screening battery, followed by an overall language assessment. Dominance analysis was used to assess complete, conditional, and general dominance for all language predictors.RESULTSSentence repetition emerged as the most dominant predictor, demonstrating complete dominance over all other language predictors. A synonyms task was the second strongest predictor, though there was a substantial gap in the variance explained between sentence repetition and synonyms. The word learning task was the weakest predictor among all measures.CONCLUSIONSThis study supports prior research underscoring the strength of sentence repetition as a screening measure. While sentence repetition should serve as the cornerstone of language screening, further research is needed to explore whether additional language measures enhance accuracy.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"17 1","pages":"1-8"},"PeriodicalIF":2.4,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145499409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1044/2025_lshss-25-00002
Reshmi Mohanan,Venkataraja U Aithal,Kadiyali D Veena,Monica L Bellon-Harn
BACKGROUNDIndia is a linguistically and culturally diverse nation where social communication skills such as greeting, requesting, and nonverbal cues are expressed differently in comparison to Western norms. Hence, the direct application of Western video modeling (VM) resources in the Indian population is not advisable. As a result, this study focused on the development and validation of mixed VM materials designed to improve social communication among children with autism spectrum disorder (ASD) in the Indian context. Given the scarcity of culturally relevant VM materials for intervention of children with ASD in India, this research fills a critical gap by creating tailored resources. This work is the initial phase of a broader investigation into the impact of a mixed VM intervention in children with ASD in the Indian context.METHODThe principle of iterative processes guided the three distinct phases of development of VM material. The first phase focused on the development and validation of activities, followed by the second phase, the development and validation of scripts. In the third phase, socioculturally appropriate videos were developed and validated. Throughout the validation process, 11 stakeholders were consulted. A 5-point rating scale was used to validate in terms of appropriateness, feasibility, simplicity of language, sociocultural relevance, and video image clarity.RESULTSThe content validity ratio (CVR) was used to validate activities, scripts, and videos. CVR scores of 1.0, 0.81, and 0.77 were obtained in the validation process of activities, scripts, and videos, respectively.CONCLUSIONSThe findings suggest that these videos are suitable for exploring the effects of mixed VM interventions. This is the first step toward the successful implementation of mixed VM interventions for early social communicative skills in children with ASD in India.
{"title":"Development and Validation of Video Modeling Materials for Children With Autism Spectrum Disorder.","authors":"Reshmi Mohanan,Venkataraja U Aithal,Kadiyali D Veena,Monica L Bellon-Harn","doi":"10.1044/2025_lshss-25-00002","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00002","url":null,"abstract":"BACKGROUNDIndia is a linguistically and culturally diverse nation where social communication skills such as greeting, requesting, and nonverbal cues are expressed differently in comparison to Western norms. Hence, the direct application of Western video modeling (VM) resources in the Indian population is not advisable. As a result, this study focused on the development and validation of mixed VM materials designed to improve social communication among children with autism spectrum disorder (ASD) in the Indian context. Given the scarcity of culturally relevant VM materials for intervention of children with ASD in India, this research fills a critical gap by creating tailored resources. This work is the initial phase of a broader investigation into the impact of a mixed VM intervention in children with ASD in the Indian context.METHODThe principle of iterative processes guided the three distinct phases of development of VM material. The first phase focused on the development and validation of activities, followed by the second phase, the development and validation of scripts. In the third phase, socioculturally appropriate videos were developed and validated. Throughout the validation process, 11 stakeholders were consulted. A 5-point rating scale was used to validate in terms of appropriateness, feasibility, simplicity of language, sociocultural relevance, and video image clarity.RESULTSThe content validity ratio (CVR) was used to validate activities, scripts, and videos. CVR scores of 1.0, 0.81, and 0.77 were obtained in the validation process of activities, scripts, and videos, respectively.CONCLUSIONSThe findings suggest that these videos are suitable for exploring the effects of mixed VM interventions. This is the first step toward the successful implementation of mixed VM interventions for early social communicative skills in children with ASD in India.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"20 1","pages":"1-11"},"PeriodicalIF":2.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145357737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1044/2025_lshss-24-00153
Lisa Erwin-Davidson,Margaret Vento-Wilson
PURPOSEThe purpose of this study was to examine and explain the characteristics and underlying assumptions of a cross-sectional sample of 76 deidentified aided augmentative and alternative communication (a-AAC) Individualized Education Program (IEP) goals written within the last 5 years.METHODThe researchers conducted a mixed-methods convergent parallel design, which used both content and domain analyses to examine a cross-sectional sample of a-AAC IEP goals as the unit of analysis. The a-AAC IEP goals served as accessible textual data representing products within a community of practice. Findings were integrated to support a trustworthy and practical explanation of a-AAC IEP goal content.RESULTSFindings revealed that the a-AAC IEP goals could be strictly included into three overarching theoretical frameworks: (a) 29 goals aligned with a social constructivist framework, (b) 24 with a behaviorist framework, and (c) 20 within the social cognitive learning theory. To assist school-based speech-language pathologists (SLPs) in writing a-AAC goals that align with a pedagogical approach and an overarching learning theory, the authors present six guiding questions that school-based SLPs can reference as they write a-AAC goals that support the development of language for daily communication.CONCLUSIONSFindings suggest that SLPs can identify signal words and phrases that evoke a learning theory that either supports or does not support aided language development for daily communication. Beyond specific, measurable, achievable, relevant, and timebound goal recommendations, these findings provide practical suggestions for adjusting the wording within goals that clarify instructional intent and guide intervention that is supported by an overarching learning theory meant to improve students' learning potential and make progress on academic standards.
{"title":"A Qualitative Content Analysis of Augmentative and Alternative Communication Goals in Schools: Explaining Pedagogical Influences for Practical Solutions.","authors":"Lisa Erwin-Davidson,Margaret Vento-Wilson","doi":"10.1044/2025_lshss-24-00153","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00153","url":null,"abstract":"PURPOSEThe purpose of this study was to examine and explain the characteristics and underlying assumptions of a cross-sectional sample of 76 deidentified aided augmentative and alternative communication (a-AAC) Individualized Education Program (IEP) goals written within the last 5 years.METHODThe researchers conducted a mixed-methods convergent parallel design, which used both content and domain analyses to examine a cross-sectional sample of a-AAC IEP goals as the unit of analysis. The a-AAC IEP goals served as accessible textual data representing products within a community of practice. Findings were integrated to support a trustworthy and practical explanation of a-AAC IEP goal content.RESULTSFindings revealed that the a-AAC IEP goals could be strictly included into three overarching theoretical frameworks: (a) 29 goals aligned with a social constructivist framework, (b) 24 with a behaviorist framework, and (c) 20 within the social cognitive learning theory. To assist school-based speech-language pathologists (SLPs) in writing a-AAC goals that align with a pedagogical approach and an overarching learning theory, the authors present six guiding questions that school-based SLPs can reference as they write a-AAC goals that support the development of language for daily communication.CONCLUSIONSFindings suggest that SLPs can identify signal words and phrases that evoke a learning theory that either supports or does not support aided language development for daily communication. Beyond specific, measurable, achievable, relevant, and timebound goal recommendations, these findings provide practical suggestions for adjusting the wording within goals that clarify instructional intent and guide intervention that is supported by an overarching learning theory meant to improve students' learning potential and make progress on academic standards.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"3 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145357792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-17DOI: 10.1044/2025_lshss-24-00131
Insiya Bhalloo,Monika Molnar
PURPOSEEarly assessment of prereading abilities is important for ensuring long-term reading, academic, and career-related success. Speech-language pathologists and educators commonly use prereading assessment tools to identify and support school-aged children's future reading abilities. However, most bilingual children, including Urdu-English bilinguals, do not have access to appropriate early prereading assessments within the school/educational system. This is due to the lack of language-appropriate prereading assessment tools. The current longitudinal study examines the predictive validity of the linguistically and culturally responsive Urdu Phonological Tele-Assessment (U-PASS) tool, including subtests for phonological awareness and rapid automatized naming (RAN), commonly assessed reading precursors.METHODSpecifically, we investigated whether kindergarten-level Urdu phonological awareness and RAN skills predict the future Grade 1 Urdu reading accuracy and fluency skills of Urdu-English simultaneous bilinguals in two language contexts: in Pakistan (where Urdu is spoken as a national language; n = 104; Country Context 1) and in our exploratory study in Canada (where Urdu is spoken as a heritage language; n = 50; Country Context 2).RESULTSHierarchical linear regression analyses demonstrate predictive validity of the U-PASS tool across the two country contexts. Particularly, Urdu phonological awareness emerged as a consistent longitudinal predictor of Urdu word/nonword reading accuracy and fluency, while RAN was a reliable predictor of the reading fluency measures.CONCLUSIONThe U-PASS tool provides access to linguistically and culturally responsive early prereading assessment and enables speech-language pathologists and educators to examine prereading skills in the heritage language of Urdu-speaking children across classrooms globally.
{"title":"Prereading Assessment in Two Bilingual Contexts: Examining Predictive Validity of the Urdu Phonological Tele-Assessment Tool in Pakistan and Canada.","authors":"Insiya Bhalloo,Monika Molnar","doi":"10.1044/2025_lshss-24-00131","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00131","url":null,"abstract":"PURPOSEEarly assessment of prereading abilities is important for ensuring long-term reading, academic, and career-related success. Speech-language pathologists and educators commonly use prereading assessment tools to identify and support school-aged children's future reading abilities. However, most bilingual children, including Urdu-English bilinguals, do not have access to appropriate early prereading assessments within the school/educational system. This is due to the lack of language-appropriate prereading assessment tools. The current longitudinal study examines the predictive validity of the linguistically and culturally responsive Urdu Phonological Tele-Assessment (U-PASS) tool, including subtests for phonological awareness and rapid automatized naming (RAN), commonly assessed reading precursors.METHODSpecifically, we investigated whether kindergarten-level Urdu phonological awareness and RAN skills predict the future Grade 1 Urdu reading accuracy and fluency skills of Urdu-English simultaneous bilinguals in two language contexts: in Pakistan (where Urdu is spoken as a national language; n = 104; Country Context 1) and in our exploratory study in Canada (where Urdu is spoken as a heritage language; n = 50; Country Context 2).RESULTSHierarchical linear regression analyses demonstrate predictive validity of the U-PASS tool across the two country contexts. Particularly, Urdu phonological awareness emerged as a consistent longitudinal predictor of Urdu word/nonword reading accuracy and fluency, while RAN was a reliable predictor of the reading fluency measures.CONCLUSIONThe U-PASS tool provides access to linguistically and culturally responsive early prereading assessment and enables speech-language pathologists and educators to examine prereading skills in the heritage language of Urdu-speaking children across classrooms globally.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"55 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1044/2025_lshss-25-00013
Billy Holden Allen,Sana Tibi
PURPOSEDyslexic students can present complex profiles with associated co-occurrences. One co-occurrence of interest involving dyslexic students is mental health co-occurrences such as anxiety, self-concept difficulties, depression symptoms, and difficulties with peers. While some research has begun to explore the connections between dyslexia and mental health co-occurrences, there has been limited research in potential treatment interventions for students with dyslexia and mental health co-occurrences. The purpose of this narrative review was to identify existing research studies exploring interventions targeting dyslexic students who have mental health co-occurrences and to highlight areas for future research.METHODStructured and multifaceted search procedures were utilized to identify research studies investigating the effects of interventions that improved academic performance and remediation of mental health co-occurrences in dyslexic students.RESULTSEleven studies were reviewed. Information on study location, participant demographics, study design, intervention features, and outcomes were included. The selected studies contained similarities and differences primarily involving study design and intervention features. Intervention features were divided into either directly addressing mental health morbidities or improving reading and writing skills to indirectly address the student's co-occurrences. Most findings indicated significant improvements involving dyslexia-related difficulties and reducing co-occurrence effects. However, factors such as study designs, small sample sizes, and scarcity of articles highlighted research gaps in this topic area.CONCLUSIONSFuture investigations into treatment interventions that address mental health co-occurrences in dyslexic students are recommended. Additional high-quality studies are needed to address current research gaps and guide the development of optimal, evidence-based practices for this population.
{"title":"Looking Beyond the Lines: Mental Health Co-Occurrences and Future Treatment Considerations for Dyslexic Populations.","authors":"Billy Holden Allen,Sana Tibi","doi":"10.1044/2025_lshss-25-00013","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00013","url":null,"abstract":"PURPOSEDyslexic students can present complex profiles with associated co-occurrences. One co-occurrence of interest involving dyslexic students is mental health co-occurrences such as anxiety, self-concept difficulties, depression symptoms, and difficulties with peers. While some research has begun to explore the connections between dyslexia and mental health co-occurrences, there has been limited research in potential treatment interventions for students with dyslexia and mental health co-occurrences. The purpose of this narrative review was to identify existing research studies exploring interventions targeting dyslexic students who have mental health co-occurrences and to highlight areas for future research.METHODStructured and multifaceted search procedures were utilized to identify research studies investigating the effects of interventions that improved academic performance and remediation of mental health co-occurrences in dyslexic students.RESULTSEleven studies were reviewed. Information on study location, participant demographics, study design, intervention features, and outcomes were included. The selected studies contained similarities and differences primarily involving study design and intervention features. Intervention features were divided into either directly addressing mental health morbidities or improving reading and writing skills to indirectly address the student's co-occurrences. Most findings indicated significant improvements involving dyslexia-related difficulties and reducing co-occurrence effects. However, factors such as study designs, small sample sizes, and scarcity of articles highlighted research gaps in this topic area.CONCLUSIONSFuture investigations into treatment interventions that address mental health co-occurrences in dyslexic students are recommended. Additional high-quality studies are needed to address current research gaps and guide the development of optimal, evidence-based practices for this population.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"23 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145288262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1044/2025_lshss-25-00085
Shan Luo,Zhibing Meng
PURPOSEAcoustic profiling and modeling serve as valuable tools to detect subtle speech disorders in children, complementing existing diagnostic criteria and enhancing treatment planning. This study aims to (a) examine the acoustic characteristics of Mandarin-speaking children with and without ankyloglossia across consonants, vowels, tones, and voice quality, and to (b) evaluate the relative weighting of these acoustic cues in distinguishing this clinical population.METHODBoth perceptual (n = 21) and production tasks (n = 26) were included. Sixteen acoustic parameters were analyzed in Mandarin-speaking tongue-tied children (TT, n = 13) and typically developing children (TD, n = 13), which were further used for automatic recognition of tongue-tied speech.RESULTSThe preliminary results indicated that neither free tongue classification nor age reliably predicted TT children's speech intelligibility, and the TT group exhibited significant acoustic deviations from the TD group across multiple acoustic measurements. Classification accuracy reached 85.1% for the TT group and 89.7% for the TD group, with the most robust acoustic cues being intensity, energy, and center of gravity.CONCLUSIONSThe observed heterogeneity in this study does not suggest that ankyloglossia necessarily leads to speech misarticulation. Rather, the findings underscore the value of a noninvasive and child-friendly acoustic approach that incorporates tongue function into assessment. The investigation is particular relevant for evaluating pathological voices that can vary from mild-severe with no agreed-upon standard of diagnosis.
目的：声学分析和建模是检测儿童细微语言障碍的有价值的工具，补充了现有的诊断标准并加强了治疗计划。本研究旨在(a)检查说普通话的儿童在辅音、元音、声调和音质方面的声学特征，以及(b)评估这些声学线索在区分临床人群中的相对权重。方法包括知觉任务（n = 21）和生产任务（n = 26）。分析了普通话结舌儿童（TT, n = 13）和正常发育儿童（TD, n = 13）的16个声学参数，并将其用于结舌语音的自动识别。结果初步结果表明，自由舌头分类和年龄都不能可靠地预测TT儿童的言语可理解性，并且在多个声学测量中，TT组与TD组表现出显著的声学偏差。TT组和TD组的分类准确率分别达到85.1%和89.7%，其中强度、能量和重心是最可靠的声学线索。结论本研究中观察到的异质性并不表明强直性咬合一定会导致言语发音障碍。相反，研究结果强调了将舌头功能纳入评估的非侵入性和儿童友好的声学方法的价值。该调查特别适用于评估病理性声音，这些声音可能从轻度到重度不等，没有商定的诊断标准。
{"title":"Acoustic Profiling and Modeling of Mandarin-Speaking Children With Ankyloglossia: Implications for Therapy.","authors":"Shan Luo,Zhibing Meng","doi":"10.1044/2025_lshss-25-00085","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00085","url":null,"abstract":"PURPOSEAcoustic profiling and modeling serve as valuable tools to detect subtle speech disorders in children, complementing existing diagnostic criteria and enhancing treatment planning. This study aims to (a) examine the acoustic characteristics of Mandarin-speaking children with and without ankyloglossia across consonants, vowels, tones, and voice quality, and to (b) evaluate the relative weighting of these acoustic cues in distinguishing this clinical population.METHODBoth perceptual (n = 21) and production tasks (n = 26) were included. Sixteen acoustic parameters were analyzed in Mandarin-speaking tongue-tied children (TT, n = 13) and typically developing children (TD, n = 13), which were further used for automatic recognition of tongue-tied speech.RESULTSThe preliminary results indicated that neither free tongue classification nor age reliably predicted TT children's speech intelligibility, and the TT group exhibited significant acoustic deviations from the TD group across multiple acoustic measurements. Classification accuracy reached 85.1% for the TT group and 89.7% for the TD group, with the most robust acoustic cues being intensity, energy, and center of gravity.CONCLUSIONSThe observed heterogeneity in this study does not suggest that ankyloglossia necessarily leads to speech misarticulation. Rather, the findings underscore the value of a noninvasive and child-friendly acoustic approach that incorporates tongue function into assessment. The investigation is particular relevant for evaluating pathological voices that can vary from mild-severe with no agreed-upon standard of diagnosis.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145288460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-14DOI: 10.1044/2025_lshss-25-00047
Kaylee E Hogg,Christopher D Constantino
PURPOSEThere is limited research on how stuttering identity develops. It is known that developing a positive stuttering identity is impacted by having a lack of role models who stutter, negative emotions related to stuttering, and negative social interactions. This study investigates how adolescents who stutter identify with stuttering and what factors contribute to developing a positive or negative regard for stuttering.METHODThree adolescent participants who stutter between the ages of 13 and 17 years were recruited for this study. Demographic surveys and qualitative semistructured interviews were utilized for data collection. Data were analyzed using guidelines of interpretative phenomenological analysis.RESULTSResponses were organized into three themes and subthemes: (1) stuttering changes from a behavior to an identity that is influenced by the subthemes of ridicule/bullying and accommodations; (2) growing awareness of stuttering identity influenced by positive and negative consequences; and (3) stuttering identity is incomplete, ambiguous, and uncertain during this time, which is influenced by domination of negative experiences over positive ones and lingering suspicion that stuttering is important.CONCLUSIONSThe results from this study support the notion that stuttering identity begins developing during the period of adolescents and that it is primarily influenced by negative experiences. However, all participants also had positive experiences associated with their stuttering, including authenticity and connection with others. They felt stuttering was an important part of who they are. It is clinically important to help this age group find meaningful experiences with stuttering to facilitate development of a more positive stuttering identity.
{"title":"Identity Development in Adolescents Who Stutter: Three Stories.","authors":"Kaylee E Hogg,Christopher D Constantino","doi":"10.1044/2025_lshss-25-00047","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00047","url":null,"abstract":"PURPOSEThere is limited research on how stuttering identity develops. It is known that developing a positive stuttering identity is impacted by having a lack of role models who stutter, negative emotions related to stuttering, and negative social interactions. This study investigates how adolescents who stutter identify with stuttering and what factors contribute to developing a positive or negative regard for stuttering.METHODThree adolescent participants who stutter between the ages of 13 and 17 years were recruited for this study. Demographic surveys and qualitative semistructured interviews were utilized for data collection. Data were analyzed using guidelines of interpretative phenomenological analysis.RESULTSResponses were organized into three themes and subthemes: (1) stuttering changes from a behavior to an identity that is influenced by the subthemes of ridicule/bullying and accommodations; (2) growing awareness of stuttering identity influenced by positive and negative consequences; and (3) stuttering identity is incomplete, ambiguous, and uncertain during this time, which is influenced by domination of negative experiences over positive ones and lingering suspicion that stuttering is important.CONCLUSIONSThe results from this study support the notion that stuttering identity begins developing during the period of adolescents and that it is primarily influenced by negative experiences. However, all participants also had positive experiences associated with their stuttering, including authenticity and connection with others. They felt stuttering was an important part of who they are. It is clinically important to help this age group find meaningful experiences with stuttering to facilitate development of a more positive stuttering identity.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"83 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145288236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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