Pub Date : 2025-12-18DOI: 10.1044/2025_lshss-25-00061
Meghan Vollebregt,Nancy Sarlo,Anila Punnoose,Lisa M D Archibald
PURPOSEPractice-based research (PBR) is one approach to knowledge translation that involves conducting research in a clinical setting. In this project, a clinical-research partnership was established with a school board in Ontario. The research objectives were to examine the utility and validity of a board-designed language tool that assessed phonological awareness and story retell.METHODIn Study 1, kindergarten children referred to the speech-language pathologist (SLP) for evaluation (n = 108) and another not referred group (n = 121) completed an assessment tool designed by school board SLPs at 2 points in the school year (Fall of 2017 and Spring of 2018). In Study 2, a second group of kindergarten children (n = 37) completed an updated tool at two time points (Spring of 2019 and Fall of 2019), and at the first time point, they completed a series of standardized assessments of language.RESULTSStudy 1 revealed that the phonological awareness component of the tool captured differences between the different groups and the Fall of 2017 and Spring of 2018 time points, whereas the narrative retell component captured differences in group but not time. Members of the partnership then revised the narrative component of the tool for Study 2, the results of which revealed that both the phonological awareness and narrative language components captured differences between groups and over time. The tool components were also found to correlate with corresponding tests of language ability, providing some evidence for its validity.CONCLUSIONSThis PBR project evaluated a bespoke clinical assessment tool and identified a needed revision. Ultimately, scores on both tool components captured expected differences in group and time and expected correlations were found with related measures. The PBR approach enabled practice capture and timely implementation of practice change.
{"title":"Practice-Based Research With Speech-Language Pathologists: A Case Study in Evaluating an Evidence-Informed Language and Phonological Awareness Assessment Tool.","authors":"Meghan Vollebregt,Nancy Sarlo,Anila Punnoose,Lisa M D Archibald","doi":"10.1044/2025_lshss-25-00061","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00061","url":null,"abstract":"PURPOSEPractice-based research (PBR) is one approach to knowledge translation that involves conducting research in a clinical setting. In this project, a clinical-research partnership was established with a school board in Ontario. The research objectives were to examine the utility and validity of a board-designed language tool that assessed phonological awareness and story retell.METHODIn Study 1, kindergarten children referred to the speech-language pathologist (SLP) for evaluation (n = 108) and another not referred group (n = 121) completed an assessment tool designed by school board SLPs at 2 points in the school year (Fall of 2017 and Spring of 2018). In Study 2, a second group of kindergarten children (n = 37) completed an updated tool at two time points (Spring of 2019 and Fall of 2019), and at the first time point, they completed a series of standardized assessments of language.RESULTSStudy 1 revealed that the phonological awareness component of the tool captured differences between the different groups and the Fall of 2017 and Spring of 2018 time points, whereas the narrative retell component captured differences in group but not time. Members of the partnership then revised the narrative component of the tool for Study 2, the results of which revealed that both the phonological awareness and narrative language components captured differences between groups and over time. The tool components were also found to correlate with corresponding tests of language ability, providing some evidence for its validity.CONCLUSIONSThis PBR project evaluated a bespoke clinical assessment tool and identified a needed revision. Ultimately, scores on both tool components captured expected differences in group and time and expected correlations were found with related measures. The PBR approach enabled practice capture and timely implementation of practice change.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"31 1","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145771334","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 : 2025-12-09DOI: 10.1044/2025_lshss-24-00127
Lee Robinson
PURPOSESpeech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices-particularly trauma-sensitive meditation-as a core component of self-care. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being.CONCLUSIONBy integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional's own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve.
{"title":"Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.","authors":"Lee Robinson","doi":"10.1044/2025_lshss-24-00127","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00127","url":null,"abstract":"PURPOSESpeech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices-particularly trauma-sensitive meditation-as a core component of self-care. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being.CONCLUSIONBy integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional's own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"61 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710952","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-25-00049
Minna Lipner,Sharon Armon-Lotem,Sveta Fichman,Joel Walters,Carmit Altman
PURPOSEThe current study investigated the contribution of age, age of bilingual onset (AoB), parental book reading, and language proficiency to the narrative macrostructure (story structure) skills of bilingual preschool children.METHODForty English-Hebrew bilingual kindergarteners (M = 64.88 months) in Israel participated in the study. Children retold narratives in both the home language (HL)/English and the societal language (SL)/Hebrew. Data were coded for macrostructure using seven story grammar (SG) elements (character, problem, internal response to the problem, goal, attempt, outcome, and internal response to the outcome). To identify predictors of macrostructure abilities, information was collected regarding age, oral and written language exposure (AoB and parental book reading), and language proficiency (standardized test scores and a receptive vocabulary task) in both languages.RESULTSFindings showed superior story structure scores in the HL/English for the total SG and complete episode scores (goal, attempt, outcome), as well as more frequent production of character and the internal response to the problem. Regression analysis indicated that HL/English parental book reading predicted SL/Hebrew macrostructure performance.CONCLUSIONSThe study demonstrates the importance of HL literacy practices for SL macrostructure performance. Findings are discussed in light of Cummins' linguistic interdependence hypothesis.
{"title":"Are Narrative Macrostructure Skills Shared in Bilingual Children's Two Languages, and What Predicts Them?","authors":"Minna Lipner,Sharon Armon-Lotem,Sveta Fichman,Joel Walters,Carmit Altman","doi":"10.1044/2025_lshss-25-00049","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00049","url":null,"abstract":"PURPOSEThe current study investigated the contribution of age, age of bilingual onset (AoB), parental book reading, and language proficiency to the narrative macrostructure (story structure) skills of bilingual preschool children.METHODForty English-Hebrew bilingual kindergarteners (M = 64.88 months) in Israel participated in the study. Children retold narratives in both the home language (HL)/English and the societal language (SL)/Hebrew. Data were coded for macrostructure using seven story grammar (SG) elements (character, problem, internal response to the problem, goal, attempt, outcome, and internal response to the outcome). To identify predictors of macrostructure abilities, information was collected regarding age, oral and written language exposure (AoB and parental book reading), and language proficiency (standardized test scores and a receptive vocabulary task) in both languages.RESULTSFindings showed superior story structure scores in the HL/English for the total SG and complete episode scores (goal, attempt, outcome), as well as more frequent production of character and the internal response to the problem. Regression analysis indicated that HL/English parental book reading predicted SL/Hebrew macrostructure performance.CONCLUSIONSThe study demonstrates the importance of HL literacy practices for SL macrostructure performance. Findings are discussed in light of Cummins' linguistic interdependence hypothesis.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"8 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":"145599932","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-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}
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