Pub Date : 2025-09-17DOI: 10.1044/2025_lshss-25-00044
Michael T Clarke,Gloria Soto
PURPOSEThis study examines the perspectives of augmentative and alternative communication (AAC) professionals on the impact of participation in a professional learning community (PLC) focused on delivering AAC services to bilingual children. Specifically, it investigates the professionals' perceptions on (a) their professional development, (b) the learning environments in which they work, and (c) the families and children they serve.METHODOver a period of 10 months, a PLC was formed with 15 AAC service providers who work with bilingual users of AAC in educational settings in the United States. Using an action research framework, the PLC engaged in iterative cycles of goal setting, action, observation, and reflection. Data were collected through recorded online PLC meetings and reflective questionnaires. Thematic analysis was used to analyze participants' perspectives on the impact of the PLC.RESULTSParticipants described changes in their professional development, including increased focus on accountability, shifts in mindset, and confidence in advocating for bilingual AAC. Changes were also noted in learning environments, with reports of staff becoming more aware of bilingual AAC and incorporating it into classroom routines to different extents. Additionally, some families engaged more and with enthusiasm in AAC use. Participants observed instances of increased use of bilingual AAC among students, although the extent of home language incorporation varied.CONCLUSIONSThe findings suggest that participation in a collaborative and reflective PLC can facilitate professional development, improved AAC service delivery, and increased family and student engagement in bilingual AAC. Although the study does not claim direct causation, participants perceived meaningful changes linked to their PLC involvement. Future research should explore the scalability of PLCs in AAC and their long-term impact on service provision and client outcomes.
{"title":"Building Capacity for Bilingual Augmentative and Alternative Communication: Insights From Professional Learning Community Participants.","authors":"Michael T Clarke,Gloria Soto","doi":"10.1044/2025_lshss-25-00044","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00044","url":null,"abstract":"PURPOSEThis study examines the perspectives of augmentative and alternative communication (AAC) professionals on the impact of participation in a professional learning community (PLC) focused on delivering AAC services to bilingual children. Specifically, it investigates the professionals' perceptions on (a) their professional development, (b) the learning environments in which they work, and (c) the families and children they serve.METHODOver a period of 10 months, a PLC was formed with 15 AAC service providers who work with bilingual users of AAC in educational settings in the United States. Using an action research framework, the PLC engaged in iterative cycles of goal setting, action, observation, and reflection. Data were collected through recorded online PLC meetings and reflective questionnaires. Thematic analysis was used to analyze participants' perspectives on the impact of the PLC.RESULTSParticipants described changes in their professional development, including increased focus on accountability, shifts in mindset, and confidence in advocating for bilingual AAC. Changes were also noted in learning environments, with reports of staff becoming more aware of bilingual AAC and incorporating it into classroom routines to different extents. Additionally, some families engaged more and with enthusiasm in AAC use. Participants observed instances of increased use of bilingual AAC among students, although the extent of home language incorporation varied.CONCLUSIONSThe findings suggest that participation in a collaborative and reflective PLC can facilitate professional development, improved AAC service delivery, and increased family and student engagement in bilingual AAC. Although the study does not claim direct causation, participants perceived meaningful changes linked to their PLC involvement. Future research should explore the scalability of PLCs in AAC and their long-term impact on service provision and client outcomes.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"221 4 1","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145078118","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 : 2025-09-17DOI: 10.1044/2025_lshss-25-00010
Amy K Peterson,Teresa A Ukrainetz,Erin J Bush,Alisa Konishi-Therkildsen
PURPOSEThis qualitative study explored the social validity of Sketch and Speak expository strategy intervention as it occurred within a single-case experiment and supported carryover for adolescents with language learning disabilities (LLDs).METHODFour eighth-grade students with LLD participated in a summer intervention in which they were taught to take notes, generate oral sentences, and orally practice sentences and reports to help them recall ideas from informational texts. After intervention, the adolescents, their parents, and the speech-language pathologist (SLP) who provided the intervention were interviewed. In the fall, the school SLP and three teachers designed and carried out classroom lessons using the strategies. The students and educators were then interviewed about their perceptions of the utility of the taught strategies for language intervention and curricular learning. A qualitative thematic analysis was used to analyze the interviews.RESULTSSix themes emerged from the interview data according to two groups (i.e., students and adults): (a) student awareness of the taught strategies, (b) student uncertainty about the strategies for academic use, (c) parent perceptions of intervention effects, (d) different benefits for different learners, (e) ease of strategy implementation, and (f) collaboration and school context as implementation supports.CONCLUSIONSThis qualitative study revealed that adolescents with LLD, their parents, and their educators perceive Sketch and Speak strategies as helpful within treatment and classroom applications, though the students were less enthusiastic than the educators. The SLPs and teachers showed strong buy-in for the simplicity, effectiveness, and motivational effects of the strategies, even with minimal carryover training.
{"title":"A Qualitative Inquiry of Student, Parent, and Educator Perceptions of an Expository Intervention and Carryover.","authors":"Amy K Peterson,Teresa A Ukrainetz,Erin J Bush,Alisa Konishi-Therkildsen","doi":"10.1044/2025_lshss-25-00010","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00010","url":null,"abstract":"PURPOSEThis qualitative study explored the social validity of Sketch and Speak expository strategy intervention as it occurred within a single-case experiment and supported carryover for adolescents with language learning disabilities (LLDs).METHODFour eighth-grade students with LLD participated in a summer intervention in which they were taught to take notes, generate oral sentences, and orally practice sentences and reports to help them recall ideas from informational texts. After intervention, the adolescents, their parents, and the speech-language pathologist (SLP) who provided the intervention were interviewed. In the fall, the school SLP and three teachers designed and carried out classroom lessons using the strategies. The students and educators were then interviewed about their perceptions of the utility of the taught strategies for language intervention and curricular learning. A qualitative thematic analysis was used to analyze the interviews.RESULTSSix themes emerged from the interview data according to two groups (i.e., students and adults): (a) student awareness of the taught strategies, (b) student uncertainty about the strategies for academic use, (c) parent perceptions of intervention effects, (d) different benefits for different learners, (e) ease of strategy implementation, and (f) collaboration and school context as implementation supports.CONCLUSIONSThis qualitative study revealed that adolescents with LLD, their parents, and their educators perceive Sketch and Speak strategies as helpful within treatment and classroom applications, though the students were less enthusiastic than the educators. The SLPs and teachers showed strong buy-in for the simplicity, effectiveness, and motivational effects of the strategies, even with minimal carryover training.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"16 1","pages":"1-21"},"PeriodicalIF":2.4,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145078001","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 : 2025-09-17DOI: 10.1044/2025_lshss-24-00144
Anna C Rupert,Leticia Gracia,Diane Bartlett,James Worling,Kim Curran,Micaela Bujold,Kimberly Dsilva,Angie Portner,Sara Lass,Talia Leszcz
PURPOSEThe purpose of this study was to investigate the implementation of universal trauma screening in publicly funded preschool speech and language (PSL) services. This article presents the results pertaining to the screening process and the client profiles of research participants (including trauma exposures and potential responses).METHODAs part of a larger study, a clinical pilot and research study were undertaken. The clinical pilot included the design and implementation of a screening protocol where speech-language pathologists prescreened clients for potential trauma exposure during initial assessment, and then offered families a full trauma screening with a mental health professional. Data were collected from 193 speech-language pathologist-completed questionnaires following initial assessment and from the full trauma screenings of 57 children aged 9-50 months (which comprised the research study).RESULTSDuring PSL initial assessments, 30% of clients disclosed potential trauma exposure. The highest reported exposures included public health or environmental crises (33%), major family moves (30%), and significant separations from parents/caregivers or close family members (26%). Of the top seven reported exposures, four were characterized as interpersonal trauma, and 35% of clients reported at least three trauma exposures. A significant correlation was observed between the number of reported trauma exposures and potential trauma responses, which are commonly seen in PSL services, r(55) = .28, p = .037.CONCLUSIONSThe findings highlight the importance of integrating trauma-informed care universally in PSL services, including collaborative speech-language pathology and mental health services. Universal trauma screening in PSL services can identify at-risk children early, allowing for tailored interventions and better support for families. The study underscores the need for integrated services to address the complex needs of children exposed to trauma.
目的本研究的目的是调查公共资助的学前言语和语言（PSL）服务中普遍创伤筛查的实施情况。本文介绍了有关筛选过程的结果和研究参与者的客户概况（包括创伤暴露和潜在反应）。方法作为一项大型研究的一部分，进行了临床试验和研究研究。临床试验包括设计和实施一项筛查协议，在该协议中，语言病理学家在初步评估期间预先筛选客户潜在的创伤暴露，然后向家庭提供由心理健康专业人员进行的全面创伤筛查。数据来自193名语言病理学家在初步评估后完成的问卷调查，以及57名9-50个月大的儿童（包括研究研究）的全面创伤筛查。结果在PSL的初步评估中，30%的患者透露了潜在的创伤暴露。报告的最高暴露包括公共卫生或环境危机（33%）、重大家庭搬家（30%）以及与父母/照顾者或亲密家庭成员的重大分离（26%）。在报告的前七种暴露中，有四种被描述为人际创伤，35%的客户报告至少有三种创伤暴露。报告的创伤暴露次数与潜在的创伤反应之间存在显著的相关性，这在PSL服务中很常见，r(55) = 0.28, p = 0.037。结论研究结果强调了在PSL服务中普遍整合创伤知情护理的重要性，包括协同语言病理学和心理健康服务。PSL服务中的普遍创伤筛查可以及早发现有风险的儿童，从而进行有针对性的干预并为家庭提供更好的支持。该研究强调需要提供综合服务，以解决遭受创伤的儿童的复杂需求。
{"title":"Universal Trauma Screening in Preschool Speech and Language Services: Screening Process and Client Profiles.","authors":"Anna C Rupert,Leticia Gracia,Diane Bartlett,James Worling,Kim Curran,Micaela Bujold,Kimberly Dsilva,Angie Portner,Sara Lass,Talia Leszcz","doi":"10.1044/2025_lshss-24-00144","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00144","url":null,"abstract":"PURPOSEThe purpose of this study was to investigate the implementation of universal trauma screening in publicly funded preschool speech and language (PSL) services. This article presents the results pertaining to the screening process and the client profiles of research participants (including trauma exposures and potential responses).METHODAs part of a larger study, a clinical pilot and research study were undertaken. The clinical pilot included the design and implementation of a screening protocol where speech-language pathologists prescreened clients for potential trauma exposure during initial assessment, and then offered families a full trauma screening with a mental health professional. Data were collected from 193 speech-language pathologist-completed questionnaires following initial assessment and from the full trauma screenings of 57 children aged 9-50 months (which comprised the research study).RESULTSDuring PSL initial assessments, 30% of clients disclosed potential trauma exposure. The highest reported exposures included public health or environmental crises (33%), major family moves (30%), and significant separations from parents/caregivers or close family members (26%). Of the top seven reported exposures, four were characterized as interpersonal trauma, and 35% of clients reported at least three trauma exposures. A significant correlation was observed between the number of reported trauma exposures and potential trauma responses, which are commonly seen in PSL services, r(55) = .28, p = .037.CONCLUSIONSThe findings highlight the importance of integrating trauma-informed care universally in PSL services, including collaborative speech-language pathology and mental health services. Universal trauma screening in PSL services can identify at-risk children early, allowing for tailored interventions and better support for families. The study underscores the need for integrated services to address the complex needs of children exposed to trauma.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"71 1","pages":"1-22"},"PeriodicalIF":2.4,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145078004","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 : 2025-09-15DOI: 10.1044/2025_lshss-25-00053
Fatma Yurdakul Çınar,Ayça Çiprut
PURPOSEUnderstanding children's speech perception strategies in noise is very important for improving their living environment. Previous studies with adults reported that closing the eyes improves speech understanding in noise by increasing the activation of cortical systems involved in listening and attention, while increased cognitive load makes speech understanding in noise more difficult. This study aimed to investigate the effects of listening conditions on speech perception in noise in children.METHODThe study recruited 102 typically developing children, 51 girls and 51 boys, aged between 7 and 12 years with typical hearing. Speech intelligibility tests were performed in noise under three different conditions: eyes open (EO), eyes closed (EC), and watching cartoon (WC), which is assumed to increase cognitive load. All conditions were applied randomly (without any order in the conditions) to each participant.RESULTSIn the speech intelligibility test in noise, the lowest signal-to-noise ratio (the best performance) was obtained in the EO, EC, and WC conditions, respectively. When EO-EC, EO-WC, and EC-WC were compared by the post hoc analysis, the largest effect size was obtained in EO-WC, EO-EC, and EC-WC, respectively. When evaluated in terms of genders, no statistically significant difference was found for the three listening conditions.CONCLUSIONSIt has been shown that children's speech perception abilities in noise are affected at different levels by various factors such as open-closed eyes, auditory attention, and cognitive load. The best speech perception performance in noise was obtained in the EO condition, which is the natural situation.
{"title":"Do Eyes Hear or Does the Mind Confuse? The Effect of Different Visual Conditions on Speech Perception in Noise in Children.","authors":"Fatma Yurdakul Çınar,Ayça Çiprut","doi":"10.1044/2025_lshss-25-00053","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00053","url":null,"abstract":"PURPOSEUnderstanding children's speech perception strategies in noise is very important for improving their living environment. Previous studies with adults reported that closing the eyes improves speech understanding in noise by increasing the activation of cortical systems involved in listening and attention, while increased cognitive load makes speech understanding in noise more difficult. This study aimed to investigate the effects of listening conditions on speech perception in noise in children.METHODThe study recruited 102 typically developing children, 51 girls and 51 boys, aged between 7 and 12 years with typical hearing. Speech intelligibility tests were performed in noise under three different conditions: eyes open (EO), eyes closed (EC), and watching cartoon (WC), which is assumed to increase cognitive load. All conditions were applied randomly (without any order in the conditions) to each participant.RESULTSIn the speech intelligibility test in noise, the lowest signal-to-noise ratio (the best performance) was obtained in the EO, EC, and WC conditions, respectively. When EO-EC, EO-WC, and EC-WC were compared by the post hoc analysis, the largest effect size was obtained in EO-WC, EO-EC, and EC-WC, respectively. When evaluated in terms of genders, no statistically significant difference was found for the three listening conditions.CONCLUSIONSIt has been shown that children's speech perception abilities in noise are affected at different levels by various factors such as open-closed eyes, auditory attention, and cognitive load. The best speech perception performance in noise was obtained in the EO condition, which is the natural situation.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"15 1","pages":"1-8"},"PeriodicalIF":2.4,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145059083","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 : 2025-09-10DOI: 10.1044/2025_lshss-24-00137
Jenny Havlovick,Nancy A Creaghead,Suzanne Boyce,Allison Breit,Amy Hobek,Lesley Raisor-Becker,Lisa Froehlich
PURPOSEReviews of evidence have shown that elementary school students show enhanced speech, language, and/or literacy outcomes when speech-language pathologists (SLPs) and classroom teachers collaborate in planning and delivery of services. However, such collaboration is uncommon. The purpose of this qualitative interview study was to examine the experiences and views of elementary SLPs and classroom teachers in collaborating with one another.METHODSemistructured interviews using matched sets of prompts were used to investigate the experiences and opinions of 13 SLPs and 16 elementary teachers regarding collaboration, specific scenarios of collaboration, and preferred collaborative models. A qualitative analysis was used to analyze the interviews.RESULTSThe results support previous research findings that SLPs and teachers spend a low proportion of their time collaborating, and SLPs are rarely involved in classroom-based intervention. Teachers were favorably disposed toward classroom-based intervention. Both SLPs and classroom teachers expressed a wish to collaborate, but noted challenges including time, difficulty targeting goals in the classroom, and classroom distractions. Building relationships can increase the likelihood of collaboration occurring.CONCLUSIONSBoth SLPs and classroom teachers agree that collaboration is desirable for supporting student success and that current practices are not ideal. SLPs and classroom teachers noted the importance of building relationships and expressing their willingness to engage in collaboration.
{"title":"Elementary School Speech-Language Pathologists' and Classroom Teachers' Collaboration Experiences.","authors":"Jenny Havlovick,Nancy A Creaghead,Suzanne Boyce,Allison Breit,Amy Hobek,Lesley Raisor-Becker,Lisa Froehlich","doi":"10.1044/2025_lshss-24-00137","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00137","url":null,"abstract":"PURPOSEReviews of evidence have shown that elementary school students show enhanced speech, language, and/or literacy outcomes when speech-language pathologists (SLPs) and classroom teachers collaborate in planning and delivery of services. However, such collaboration is uncommon. The purpose of this qualitative interview study was to examine the experiences and views of elementary SLPs and classroom teachers in collaborating with one another.METHODSemistructured interviews using matched sets of prompts were used to investigate the experiences and opinions of 13 SLPs and 16 elementary teachers regarding collaboration, specific scenarios of collaboration, and preferred collaborative models. A qualitative analysis was used to analyze the interviews.RESULTSThe results support previous research findings that SLPs and teachers spend a low proportion of their time collaborating, and SLPs are rarely involved in classroom-based intervention. Teachers were favorably disposed toward classroom-based intervention. Both SLPs and classroom teachers expressed a wish to collaborate, but noted challenges including time, difficulty targeting goals in the classroom, and classroom distractions. Building relationships can increase the likelihood of collaboration occurring.CONCLUSIONSBoth SLPs and classroom teachers agree that collaboration is desirable for supporting student success and that current practices are not ideal. SLPs and classroom teachers noted the importance of building relationships and expressing their willingness to engage in collaboration.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031898","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 : 2025-09-09DOI: 10.1044/2025_lshss-24-00133
Hannah Krimm,Emma Kate Thome
PURPOSEMisconceptions about dyslexia abound among the public and educators alike. Refutation texts have been used to change misconceptions about a variety of topics, mostly in science education. The purpose of this study was to determine whether reading a refutation text about dyslexia could improve knowledge of dyslexia among school-based speech-language pathologists (SLPs).METHODParticipants were school-based SLPs (n = 37). They completed a pretest of knowledge of dyslexia, were randomly assigned to read a refutation text or comparison text about dyslexia, and then completed a posttest of knowledge of dyslexia. They completed a maintenance test of knowledge of dyslexia approximately 4 weeks after completing the posttest. Data were analyzed using a two-way mixed analysis of variance with follow-up t tests.RESULTSThere were statistically significant main effects of testing time (pretest, posttest, maintenance) and group (refutation text, comparison test). There was also a statistically significant time-by-group interaction. The refutation text group demonstrated more accurate knowledge of dyslexia than the comparison group at the posttest time point and at the maintenance time point. Additionally, the refutation text group demonstrated less forgetting between the posttest and maintenance time points than the comparison text group.CONCLUSIONThe refutation text was more effective than the comparison text for improving school SLPs' knowledge of dyslexia.
{"title":"Using a Refutation Text to Improve School-Based Speech-Language Pathologists' Knowledge of Dyslexia.","authors":"Hannah Krimm,Emma Kate Thome","doi":"10.1044/2025_lshss-24-00133","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00133","url":null,"abstract":"PURPOSEMisconceptions about dyslexia abound among the public and educators alike. Refutation texts have been used to change misconceptions about a variety of topics, mostly in science education. The purpose of this study was to determine whether reading a refutation text about dyslexia could improve knowledge of dyslexia among school-based speech-language pathologists (SLPs).METHODParticipants were school-based SLPs (n = 37). They completed a pretest of knowledge of dyslexia, were randomly assigned to read a refutation text or comparison text about dyslexia, and then completed a posttest of knowledge of dyslexia. They completed a maintenance test of knowledge of dyslexia approximately 4 weeks after completing the posttest. Data were analyzed using a two-way mixed analysis of variance with follow-up t tests.RESULTSThere were statistically significant main effects of testing time (pretest, posttest, maintenance) and group (refutation text, comparison test). There was also a statistically significant time-by-group interaction. The refutation text group demonstrated more accurate knowledge of dyslexia than the comparison group at the posttest time point and at the maintenance time point. Additionally, the refutation text group demonstrated less forgetting between the posttest and maintenance time points than the comparison text group.CONCLUSIONThe refutation text was more effective than the comparison text for improving school SLPs' knowledge of dyslexia.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"24 1","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025484","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 : 2025-08-22DOI: 10.1044/2025_lshss-25-00004
M Laura Kuyuk,Sandra Combs,Jean F Rivera-Perez
PURPOSEThe purpose of this investigation was to compare the efficiency of dialogic reading strategies (DRS) provided bilingually (Spanish and English) and solely in English on the acquisition of vocabulary by young school-aged dual-language learners (DLLs) with developmental language disorders (DLD).METHODFive participants (N = 5) between the ages of 5 and 8 years, identified with or suspected of having DLDs, participated in this adapted alternating treatment design investigation. The primary dependent variable (DV) was English vocabulary naming, and the secondary DV was Spanish vocabulary naming. Participants received 5 weeks of shared book reading with DRS intervention alternatively in English only and bilingually, either individually or in a small-group format.RESULTSEach participant exhibited a noticeable increase in English vocabulary naming after introduction of both treatment conditions. However, the bilingual rendition of the DRS was more efficient because all five participants learned not only English words (second language [L2]) but also Spanish (first language [L1]) vocabulary during the intervention.CONCLUSIONSThis study provides evidence that a bilingual approach to DRS is a practical and efficient way to increase vocabulary in both L1 and L2 when used to treat young school-aged DLLs with DLDs. Further research is needed to examine the effects of this intervention on Spanish-speaking DLLs who present a broader range of linguistic and academic needs, as is the case for students in special education self-contained classes.
{"title":"Dialogic Reading Strategies and Vocabulary in Spanish-Speaking Students With Developmental Language Disorder: A Single-Case Research Study.","authors":"M Laura Kuyuk,Sandra Combs,Jean F Rivera-Perez","doi":"10.1044/2025_lshss-25-00004","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00004","url":null,"abstract":"PURPOSEThe purpose of this investigation was to compare the efficiency of dialogic reading strategies (DRS) provided bilingually (Spanish and English) and solely in English on the acquisition of vocabulary by young school-aged dual-language learners (DLLs) with developmental language disorders (DLD).METHODFive participants (N = 5) between the ages of 5 and 8 years, identified with or suspected of having DLDs, participated in this adapted alternating treatment design investigation. The primary dependent variable (DV) was English vocabulary naming, and the secondary DV was Spanish vocabulary naming. Participants received 5 weeks of shared book reading with DRS intervention alternatively in English only and bilingually, either individually or in a small-group format.RESULTSEach participant exhibited a noticeable increase in English vocabulary naming after introduction of both treatment conditions. However, the bilingual rendition of the DRS was more efficient because all five participants learned not only English words (second language [L2]) but also Spanish (first language [L1]) vocabulary during the intervention.CONCLUSIONSThis study provides evidence that a bilingual approach to DRS is a practical and efficient way to increase vocabulary in both L1 and L2 when used to treat young school-aged DLLs with DLDs. Further research is needed to examine the effects of this intervention on Spanish-speaking DLLs who present a broader range of linguistic and academic needs, as is the case for students in special education self-contained classes.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"2 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144930320","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 : 2025-08-08DOI: 10.1044/2025_lshss-24-00154
Christoph Till
PURPOSEWhen working with students with speech, language, and communication needs, classroom teachers (CLTs), special education teachers (SETs), and speech-language pathologists (SLPs) must engage in interprofessional practice (IPP). According to the expectancy-value model, IPP adoption is partially contingent on its perceived value. The objective of this study was to analyze whether and how the perceived value of IPP differs across four domains (interest, costs, benefits for the specialist, and benefits for the students) among the three professional groups and the extent to which various factors affect this perception. This study focuses on school-based professionals in the Canton of Bern, Switzerland, working under the same administrative authority and in accordance with the same guidelines.METHODA total of 317 staff members from mainstream schools in Bern, Switzerland (142 CLTs, 89 SETs, and 86 SLPs), completed an IPP questionnaire. Confirmatory factor analysis was used to compare the four domains of perceived values between groups, and structural equation modeling was used to assess the impact of various factors.RESULTSSETs showed the most positive perception of IPP across all domains, whereas CLTs and SLPs were less positive. Self-reported competencies in IPP positively influenced the perceived value of CLTs and SLPs; however, perceptions were more negative at the secondary school level for CLTs and SLPs.CONCLUSIONSince CLTs, SETs, and SLPs in the Canton of Bern, Switzerland, operate under the same administrative guidelines, the differences in perceived value of IPP are attributed to their distinct professional backgrounds and work environments.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29637284.
{"title":"The Perceived Value of Interprofessional Practice According to Classroom Teachers, Special Education Teachers, and Speech-Language Pathologists.","authors":"Christoph Till","doi":"10.1044/2025_lshss-24-00154","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00154","url":null,"abstract":"PURPOSEWhen working with students with speech, language, and communication needs, classroom teachers (CLTs), special education teachers (SETs), and speech-language pathologists (SLPs) must engage in interprofessional practice (IPP). According to the expectancy-value model, IPP adoption is partially contingent on its perceived value. The objective of this study was to analyze whether and how the perceived value of IPP differs across four domains (interest, costs, benefits for the specialist, and benefits for the students) among the three professional groups and the extent to which various factors affect this perception. This study focuses on school-based professionals in the Canton of Bern, Switzerland, working under the same administrative authority and in accordance with the same guidelines.METHODA total of 317 staff members from mainstream schools in Bern, Switzerland (142 CLTs, 89 SETs, and 86 SLPs), completed an IPP questionnaire. Confirmatory factor analysis was used to compare the four domains of perceived values between groups, and structural equation modeling was used to assess the impact of various factors.RESULTSSETs showed the most positive perception of IPP across all domains, whereas CLTs and SLPs were less positive. Self-reported competencies in IPP positively influenced the perceived value of CLTs and SLPs; however, perceptions were more negative at the secondary school level for CLTs and SLPs.CONCLUSIONSince CLTs, SETs, and SLPs in the Canton of Bern, Switzerland, operate under the same administrative guidelines, the differences in perceived value of IPP are attributed to their distinct professional backgrounds and work environments.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29637284.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"15 1","pages":"1-15"},"PeriodicalIF":2.4,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144802598","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 : 2025-08-08DOI: 10.1044/2025_lshss-25-00001
Naomi H Rodgers,Yanchen Zhang,Philip Combiths,Elizabeth A Walker
PURPOSEMany students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS.METHODThis was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial.RESULTSTwenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training.CONCLUSIONSThe one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control).
目的：许多有沟通障碍的学生有独特的社会情感需求，然而学校的语言病理学家（slp）并没有接受过如何处理这些需求的典型培训。我们开发了一种新的训练方法（STIRS [SLP training to Increase Resilience in Students]），使小学的SLP能够将社会情绪学习（SEL）实践融入到他们对K-3年级有沟通障碍的学生的日常语言教学中。本试验的主要目的是评估STIRS的初步效果和可行性。方法：在爱荷华州某地方教育机构对小学特殊学生进行单盲、平行、双臂先导随机对照试验。在预定的专业发展会议上，这些特殊语言学生被随机分配到STIRS条件或主动控制条件（双语学生的语言评估）。这两种情况都需要进行一次3小时的培训。在训练前和训练后立即测量了小学教师与K-3年级学生处理SEL的态度、知识和自我效能感。培训后，我们还收集了可接受性、适当性和可行性的数据，为未来的最终试验提供信息。结果20名同意参加专业发展会议的slp，通过网络远程分配随机化，完成了训练前和训练后的措施（STIRS组12名，主动对照组8名）。与对照组相比，STIRS训练在训练后立即对slp的开放性、知识性和自我效能感有小的正主效应。STIRS条件下的slp也报告了培训的可接受性、适当性和可行性。结论一次性的STIRS训练有可能提高小学3年级沟通障碍学生的SEL支持意愿和信心。在未来的决定性试验中，可以通过更多的临床应用培训来加强参与。注册挑战可以通过使用不同的设计来缓解（例如，基于团队的指导，候补名单控制）。
{"title":"Embedding Social-Emotional Learning in Elementary School-Based Speech-Language Therapy: A Pilot Randomized Controlled Trial.","authors":"Naomi H Rodgers,Yanchen Zhang,Philip Combiths,Elizabeth A Walker","doi":"10.1044/2025_lshss-25-00001","DOIUrl":"https://doi.org/10.1044/2025_lshss-25-00001","url":null,"abstract":"PURPOSEMany students with communication disorders have unique social-emotional needs, yet school speech-language pathologists (SLPs) are not typically trained in how to address those needs. We developed a new training (STIRS [SLP Training to Increase Resilience in Students]) to equip elementary school SLPs to embed social-emotional learning (SEL) practices within their routine speech-language sessions with K-3 students with communication disorders. The primary objective of this pilot trial was to evaluate the preliminary effects and feasibility of STIRS.METHODThis was a single-blind, parallel two-arm pilot randomized controlled trial with elementary school SLPs within a local education agency in Iowa. At a scheduled professional development meeting, the SLPs were randomly assigned to either the STIRS condition or active control condition (speech assessment of bilingual students). Both conditions involved a one-time 3-hr training. SLPs' attitudes, knowledge, and self-efficacy in addressing SEL with their K-3 students were measured immediately before and after the training. After the training, we also collected data on acceptability, appropriateness, and feasibility to inform a future definitive trial.RESULTSTwenty SLPs who attended the professional development meeting consented to participate, were randomized by remote web-based allocation, and completed both pretraining and posttraining measures (12 SLPs in the STIRS condition and eight in the active control condition). Compared to the control group, there was a small positive main effect of the STIRS training on SLPs' openness, knowledge, and self-efficacy immediately posttraining. The SLPs in the STIRS condition also reported adequate levels of acceptability, appropriateness, and feasibility of the training.CONCLUSIONSThe one-time STIRS training has the potential to increase SLPs' willingness and confidence to support SEL of K-3 students with communication disorders. In a future definitive trial, engagement could be enhanced through more clinical application training. Enrollment challenges may be mitigated by using a different design (e.g., team-based coaching, waitlist control).","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"3 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144802578","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 : 2025-08-05DOI: 10.1044/2025_lshss-24-00170
Katherine R Gordon
PURPOSEFor adults and children with typical development, the number of training sessions a target item is successfully retrieved relates positively to the probability of successful post-training retrieval. Determining the relationship between training performance and post-training retrieval during a word learning intervention for children with developmental language disorder (DLD) has the potential to inform clinical practice. To determine this relationship, secondary analyses of data from Storkel's interactive book reading intervention for kindergarten children with DLD were conducted.METHODChildren completed a biweekly book reading intervention across 15 sessions. The administrator cycled through 5 books and the associated target words across sessions. Each target word was trained, and the word's form and meaning were assessed, during 6 sessions. In the current analyses, the relationships between the number of sessions that the form or meaning were produced correctly and the probability of retrieving the form or meaning at the end of training and after 4-, 8-, and 12-week delays were assessed.RESULTSThe number of sessions that a word was successfully retrieved during training was positively related to the probability of retrieval at post-training delays. This was the case for both forms and meanings.CONCLUSIONSCurrent results suggest that children with DLD should successfully retrieve word forms and meanings across multiple sessions to support post-training retention. Implications for clinical interventions and suggestions for future research are discussed.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29591660.
{"title":"The Number of Sessions Children With Developmental Language Disorder Retrieve Words Relates Positively to Retrieval After Extended Post-Training Delays.","authors":"Katherine R Gordon","doi":"10.1044/2025_lshss-24-00170","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00170","url":null,"abstract":"PURPOSEFor adults and children with typical development, the number of training sessions a target item is successfully retrieved relates positively to the probability of successful post-training retrieval. Determining the relationship between training performance and post-training retrieval during a word learning intervention for children with developmental language disorder (DLD) has the potential to inform clinical practice. To determine this relationship, secondary analyses of data from Storkel's interactive book reading intervention for kindergarten children with DLD were conducted.METHODChildren completed a biweekly book reading intervention across 15 sessions. The administrator cycled through 5 books and the associated target words across sessions. Each target word was trained, and the word's form and meaning were assessed, during 6 sessions. In the current analyses, the relationships between the number of sessions that the form or meaning were produced correctly and the probability of retrieving the form or meaning at the end of training and after 4-, 8-, and 12-week delays were assessed.RESULTSThe number of sessions that a word was successfully retrieved during training was positively related to the probability of retrieval at post-training delays. This was the case for both forms and meanings.CONCLUSIONSCurrent results suggest that children with DLD should successfully retrieve word forms and meanings across multiple sessions to support post-training retention. Implications for clinical interventions and suggestions for future research are discussed.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29591660.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"137 1","pages":"1-9"},"PeriodicalIF":2.4,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144787701","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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