Language Speech and Hearing Services in Schools最新文献

Purpose: We sought to identify the constructs and measures used to evaluate the social interaction abilities of young people (12-17 years) with communication disability, drawing from three frameworks: a taxonomy of pediatric cognitive-communication disorders, a taxonomy to describe language assessments of school-aged children, and the framework of the International Classification of Functioning, Disability and Health (ICF).

Method: A scoping review was conducted, guided by the five-stage methodological framework outlined by Arksey and O'Malley (2005). Ten databases were searched (CENTRAL, CINAHL, ERIC, LLBA, Medline, PsycINFO, Scopus, speechBITE, Web of Science, and ProQuest Dissertations & Theses Global).

Results: In total, 173 peer-reviewed publications were identified and included in this review. Most papers measured the construct of pragmatics/social communication and behavior using standardized, norm-referenced, static, and decontextualized instruments that focused on the ICF's Activity component, with fewer papers evaluating young people's social interaction skills at the Participation level.

Conclusions: There is an urgent need for more Participation-focused measures. Such measures could enable speech-language pathologists to support young people's development and participation in ways that are meaningful to them.

Purpose: Growing awareness of the importance of oral language for academic success, the underidentification of students with developmental language disorders, and the promotion of a multi-tiered system of supports have led to calls for universal oral language screenings. However, specific information, guidance, and related case studies for school-based speech-language pathologists (SLPs) have been limited.

Method: The purpose of this tutorial is to equip SLPs with the necessary background knowledge and guiding questions to make informed choices about implementation that fit within their unique contexts. The tutorial is divided into three sections, which frame engagement with universal screening as a journey that requires SLPs to consider their purpose, make plans, and assess their progress as they journey forward.

Results: Universal screening provides different student data from what can be obtained by diagnostic testing or progress monitoring. It represents a shift away from depending only on traditional referral systems. Identifying students who are at risk for language disorders raises awareness of the importance of language to academic success, is central to the success of multitiered frameworks, and facilitates the provision of support to students who may otherwise fall through the cracks. Given the strong rationale for universal screening of language, SLPs must make thoughtful implementation decisions that fit within their school contexts.

Conclusions: By framing engagement with universal screening as a journey, this tutorial acknowledges that SLPs may make and revisit different decisions related to universal screening depending on their context and as the field continues to evolve. The goal of the tutorial is to empower SLPs to thoughtfully advocate for and implement universal language screening in order to make a positive impact on the children and communities they serve.

Purpose: Using a longitudinal design, the present study evaluated the utility of the picture sequences in the Multilingual Assessment Instrument for Narratives (MAIN) for assessing Mandarin-speaking children's narrative skills from kindergarten through Grade 2 in Taiwan.

Method: Participants were 27 children with typical language (TL) and 22 with developmental language disorder (DLD) from Taiwan. They were followed up from kindergarten through Grade 2 in approximately 12-month intervals. At each time point, children were administered a norm-referenced, standardized language test and completed both story retell and story generation tasks based on two picture sequences from MAIN. Performance on the narrative tasks was assessed using measures of macrostructure (i.e., story structure complexity) and microstructure (i.e., number of different words, mean length of communication units [C-units], percent grammatical C-units).

Results: All target measures showed significant developmental changes and differences between the TL and DLD groups. Correlations between the story retell and generation tasks on each measure were significant across grade levels. In addition, correlations between the target narrative measures and language scores from the tests were mostly significant in both elicitation methods at kindergarten and Grade 1, although the correlations were less robust at Grade 2.

Conclusions: Narrative measures derived from the MAIN picture sequences, using story retell and generation tasks, may effectively reflect language skills of Mandarin-speaking children in Taiwan from kindergarten to Grade 2. However, caution is warranted when interpreting results at Grade 2 due to reduced correlations between narrative measures and standardized test language scores.

Purpose: Laboratory-based word learning research demonstrates that retrieval-based practice supports learning and retention more than passive training strategies. The goal of the current study was to determine whether incorporating retrieval-based practice into an interactive book reading intervention contributed to better learning and retention for children with developmental language disorder (DLD) than a more passive version.

Method: Kindergarten children with DLD (N = 37) completed the intervention administered twice a week for a total of 15 sessions. The between-participants conditions varied in the proportion of retrieval opportunities (high, mid, low). Learning of word forms and meanings were assessed throughout training, immediately after training, and after 4-, 8-, and 12-week delays.

Results: The proportion of retrieval opportunities did not relate to learning or retention. Children who started the intervention with more language knowledge and skills produced more forms and meanings correctly during and after treatment. Few factors related to the learning and forgetting rates. Maternal education related positively to learning rate of forms. Children who produced more definitions during training and females, as opposed to males, demonstrated a shallower forgetting rate of definitions.

Conclusions: Both the more passive version and the retrieval-based version of the intervention were effective to support word learning in children with DLD. Overall, pretreatment characteristics did not provide a good indication of children's learning rate or posttraining forgetting rate. Thus, it is likely that frequent assessments during training are the best indicator of intervention effectiveness for a given child. Additionally, retention should be periodically assessed post-intervention to monitor forgetting.

Supplemental material: https://doi.org/10.23641/asha.29696552.

Purpose: The Stuttering Severity Instrument-Fourth Edition (SSI-4) is unavailable in Arabic language. The purpose of the current research is to translate the SSI-4 (Riley, 2009) into Arabic and to discuss its validity, as well as its intrajudge and interjudge reliability.

Method: Archived videos of 28 school-aged children who stutter ranged in age from 8 to 16 years (M = 10.5, SD = 3.5) and 11 adults who stutter ranged in age from 19 to 22 years (M = 20.4, SD = 0.9) were assessed using a translated version of the SSI-4 by 10 graduate students in speech-language pathology. The 10 raters evaluated the speech samples for the cases using the translated versions at Time 1 and Time 2 (2 weeks apart). The validity of the scale was assessed using Pearson correlation coefficients, while intrajudge and interjudge reliability was assessed using intraclass correlation coefficients.

Results: The results showed that the subscales of the SSI (frequency, duration, and physical features) were valid items. For reliability, the results revealed that the interjudge reliability values for both school-aged children and adults who stutter in all the items of the scale were less than 80%, whereas the intrajudge agreement was higher than 80% for all the items of the SSI-4 for both children and adults.

Conclusion: In conclusion, the Arabic version of SSI-4 requires more data to assess its reliability before recommending its clinical use in Arabic-speaking communities.

Purpose: This study examines the linguistic skills that support the learning of science and social studies vocabulary words for second-grade Latino bilingual students.

Method: We used data from a cluster randomized study where second-grade classrooms within schools were randomly assigned to the intervention group (n = 13) or the control group (n = 13), with a total of 217 bilingual Latino students. Students in the intervention group received a researcher-developed explicit vocabulary intervention focused on science and social studies word learning. The control group received business-as-usual instruction. Using confirmatory factor analysis (CFA) and structural equation modeling (SEM), we examined the association of early language skills at pretest and their relation to word learning outcomes in science and social studies, as measured by the production of definitions and sentences post-intervention.

Results: The six language tasks assessed exhibited significant moderate correlations with one another and vocabulary outcomes, indicating a potential underlying relation. These indicator variables load into a singular latent factor when analyzed using CFA. Using SEM, the language factor (f1) significantly predicted student capacity to produce definitions and sentences. After accounting for the benefits of the intervention, these effects of f1 remained strongly associated to definitions and sentence production.

Conclusions: Learning content vocabulary is significantly related to student language skills in Spanish and in English. This finding suggests that developing student language skills early facilitates the learning of curricular vocabulary words later. This finding has key implications for teaching and learning content vocabulary for bilingually developing students. Theoretical and practical applications for instruction of bilingual students are discussed.

Supplemental material: https://doi.org/10.23641/asha.29711267.

Purpose: The present study aimed to examine the validity and reliability of the Malay Teacher's Evaluation of Aural/Oral Performance of Children Plus (TEACH+) Rating Scale for measuring functional hearing of preschoolers in Malaysia.

Method: The TEACH+ was adapted into Malay. Fourteen teachers from a preschool completed the Malay TEACH+ Scale for 96 preschool children with normal hearing. Additionally, eight teachers repeated the assessment within a month. Validity and reliability were examined, and normative scores were derived.

Results: The adapted scale was found to be valid with high content validity (item-content validity index = .88-1.0), face validity, and construct validity. Reliability tests shows good internal consistency (α = .9), corrected item-total correlation values (.65-.91), and overall test-retest reliability (intraclass correlation coefficient = .79-.88). The TEACH+ scores showed that functional performance of children ages < 36 months was poorer than older children, and performance in quiet was better than performance in noise. The normative data can be used as a guide to monitor auditory functional performance and listening efforts of Malaysian children ages > 36 months in preschool settings.

Conclusion: The Malay TEACH+ Rating Scale is a valid and reliable tool for teachers to identify preschool-age children who may need additional support to optimize their functional hearing.

Purpose: The aims of this study were to (a) investigate speech-in-noise perception using an adaptive procedure in school-aged children with bilateral cochlear implants (CIs); (b) evaluate the impact of chronological age, age at the second implantation, and interimplant interval on auditory performance in children with bilateral CIs; and (c) determine the correlation between speech recognition performance and subjective parental questionnaire scores.

Method: A total of 24 school-aged children with bilateral CIs participated in this study, divided into two groups: Group I (younger than 108 months of age, n = 12) and Group II (older than 108 months of age, n = 12). Speech recognition performance was assessed using sentences from the Turkish Hearing in Noise Test for Children under both quiet and noisy conditions at an adaptive signal-to-noise ratio. The auditory behavior of the children in daily life was evaluated by interviewing parents using the Parent's Evaluation of Aural/Oral Performance of Children (PEACH) scale.

Results: The Quiet and Noise Composite Scores of Group II were significantly better than those of Group I (p = .033 and p = .041, respectively). However, no significant difference was observed between the PEACH scores of the groups (p = .378). A significant correlation was found between PEACH scores and speech recognition performance under both quiet (p = .009) and noisy conditions (p = .021).

Conclusions: Chronological age had a greater impact on speech recognition performance than age at the second implantation and interimplant interval, emphasizing the role of age-related auditory development in speech perception. Additionally, parental perspective questionnaires may serve as a practical and efficient tool for assessing functional hearing abilities in children, particularly in educational settings where standard speech perception tests may not always be feasible.