Pub Date : 2025-07-10DOI: 10.1044/2025_lshss-24-00078
Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim
PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.
{"title":"Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.","authors":"Eunsoo Cho,Mina Son,Sarah Reiley,Eun Ha Kim","doi":"10.1044/2025_lshss-24-00078","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00078","url":null,"abstract":"PURPOSEThe purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process.METHODConcurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models.RESULTSItem response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives.CONCLUSIONSOur preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29425259.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"22 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603423","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 : 2025-07-10DOI: 10.1044/2025_lshss-24-00034
Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano
PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.
{"title":"\"It's a Lot of Collaboration\": Related Service Providers Supporting Literacy Instruction for Learners Who Use Augmentative and Alternative Communication.","authors":"Jessica G Caron,Salena Babb,Hannah Stokes,Christine Holyfield,Nicole Romano","doi":"10.1044/2025_lshss-24-00034","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00034","url":null,"abstract":"PURPOSECollaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with learners who use AAC to maximize literacy outcomes.METHODThis study used an exploratory-descriptive qualitative design based on an in-person focus group of related service providers (occupational therapists, physical therapists, and speech-language pathologists) who all contribute to the development and implementation of literacy goals for students who use AAC. Qualitative analysis methods were used to transcribe and code the data thematically.RESULTSAfter analysis, four themes and nine subthemes were identified by the research team. Results highlight considerations including positioning and access, coaching, direct instruction, defined roles, common goals, and collaboration. Although the qualitative study captures the perspectives of members of a single school team, the findings help to support future research directions and implementation facilitators.CONCLUSIONSThere is limited research that documents the various roles of related service providers when considering literacy adaptations and implementation (e.g., positioning needs to access literacy materials, the consistency of instruction, and increasing time in instruction). Collaborative teaming and goal planning among related service providers can potentially maximize literacy instruction for learners who use AAC.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"109 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603671","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 : 2025-07-02DOI: 10.1044/2025_lshss-24-00132
Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack
INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.
{"title":"Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.","authors":"Miriam Kornelis,Kerry Danahy Ebert,Lizbeth H Finestack","doi":"10.1044/2025_lshss-24-00132","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00132","url":null,"abstract":"INTRODUCTIONSpeech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect.METHODThree 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians.RESULTSParticipants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures.CONCLUSIONSThis is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"25 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144533659","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 : 2025-06-20DOI: 10.1044/2025_lshss-24-00108
Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang
PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.
{"title":"Correlation Between Emergent Literacy Skills and Reading Abilities in Young Autistic Children: A Meta-Analysis.","authors":"Kendall Willems,Susan J Loveall,J Marc Goodrich,Danika Lang","doi":"10.1044/2025_lshss-24-00108","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00108","url":null,"abstract":"PURPOSEAutistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children.METHODFourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored.RESULTSResults indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores.CONCLUSIONSThese findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.29231057.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"1 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335249","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 : 2025-06-18DOI: 10.1044/2025_lshss-24-00119
Laura Green,Julie Wolter
PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.
{"title":"Morphological Awareness: Connecting Language Foundations and Academic Literacy Success for Students With Language and Literacy Deficits.","authors":"Laura Green,Julie Wolter","doi":"10.1044/2025_lshss-24-00119","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00119","url":null,"abstract":"PURPOSEFor school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context.METHODFocusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example.CONCLUSIONSMorphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"13 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320291","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 : 2025-05-21DOI: 10.1044/2025_lshss-24-00091
Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan
PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.
{"title":"Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods Study.","authors":"Katharine M Radville,Tim DeLuca,Danika L Pfeiffer,Shaun Ziegenfusz,Mary Rasner,Tiffany P Hogan","doi":"10.1044/2025_lshss-24-00091","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00091","url":null,"abstract":"PURPOSECaregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.METHODWe used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.RESULTSCaregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child.CONCLUSIONOnline asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"59 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144114220","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 : 2025-05-19DOI: 10.1044/2025_lshss-24-00166
Genesis D Arizmendi
PURPOSEFunctional language proficiency is presented as a conceptual framework that builds upon cultural-linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English bilingual children's functional language proficiency. The development, feasibility, face, and convergent validity of the Functional Language Proficiency (FLiP) task are detailed as part of this work, as well as its application and utility as a culturally responsive practice.METHODA conceptual framework and novel task were developed based on bilingual communication practices. This article details the conceptual framework and development process of the task, including considerations for cultural relevance, memory demands, linguistic complexity, and scoring procedures. The FLiP was administered to 90 Spanish-English learning Latino children in first, second, and third grade (30 per grade).RESULTSAll 90 first-, second-, and third-grade children completed the task, generating an expectedly wide range of proficiency profiles across both languages. Importantly, 86% of the children reported that they had engaged in these language practices in their daily lives. There was strong interrater reliability (94%), and scores on the FLiP were positively correlated with measures of language sample analyses in both languages.CONCLUSIONSThe results of this study showed that the FLiP was an age-appropriate, asset-based, and culturally relevant task for measuring functional language proficiency in most Spanish-English school-age bilinguals. The role of functional proficiency is discussed, along with future research directions including validation, item analysis, and task refinement.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28946261.
{"title":"Functional Language Proficiency in Bilingual Children: A Conceptual Framework, Culturally Responsive Practice, and Measurement Approach.","authors":"Genesis D Arizmendi","doi":"10.1044/2025_lshss-24-00166","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00166","url":null,"abstract":"PURPOSEFunctional language proficiency is presented as a conceptual framework that builds upon cultural-linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish-English bilingual children's functional language proficiency. The development, feasibility, face, and convergent validity of the Functional Language Proficiency (FLiP) task are detailed as part of this work, as well as its application and utility as a culturally responsive practice.METHODA conceptual framework and novel task were developed based on bilingual communication practices. This article details the conceptual framework and development process of the task, including considerations for cultural relevance, memory demands, linguistic complexity, and scoring procedures. The FLiP was administered to 90 Spanish-English learning Latino children in first, second, and third grade (30 per grade).RESULTSAll 90 first-, second-, and third-grade children completed the task, generating an expectedly wide range of proficiency profiles across both languages. Importantly, 86% of the children reported that they had engaged in these language practices in their daily lives. There was strong interrater reliability (94%), and scores on the FLiP were positively correlated with measures of language sample analyses in both languages.CONCLUSIONSThe results of this study showed that the FLiP was an age-appropriate, asset-based, and culturally relevant task for measuring functional language proficiency in most Spanish-English school-age bilinguals. The role of functional proficiency is discussed, along with future research directions including validation, item analysis, and task refinement.SUPPLEMENTAL MATERIALhttps://doi.org/10.23641/asha.28946261.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"54 1","pages":"1-19"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097714","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 : 2025-05-19DOI: 10.1044/2025_lshss-23-00200
Sharynne McLeod,Linda J Harrison,Catherine McMahon,Cen Wang,John Robert Evans
PURPOSEThe aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes.METHODParticipants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program-Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8-9, 9-10 years), and (c) research officer-administered Progressive Achievement Tests in Reading (PAT-Reading; 6-7, 7-8, 8-9, 9-10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8-9, 9-10 years).RESULTSAfter controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9-10 years), and PAT-Reading (6-7 years) and PAT-Maths (9-10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests.CONCLUSIONParental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.
{"title":"Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.","authors":"Sharynne McLeod,Linda J Harrison,Catherine McMahon,Cen Wang,John Robert Evans","doi":"10.1044/2025_lshss-23-00200","DOIUrl":"https://doi.org/10.1044/2025_lshss-23-00200","url":null,"abstract":"PURPOSEThe aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes.METHODParticipants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3-5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program-Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8-9, 9-10 years), and (c) research officer-administered Progressive Achievement Tests in Reading (PAT-Reading; 6-7, 7-8, 8-9, 9-10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8-9, 9-10 years).RESULTSAfter controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9-10 years), and PAT-Reading (6-7 years) and PAT-Maths (9-10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests.CONCLUSIONParental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"45 1","pages":"1-17"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097720","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 : 2025-05-19DOI: 10.1044/2025_lshss-24-00089
Marianne Elmquist,Katherine C Hustad
PURPOSEEarly identification of diverging developmental trajectories is important to optimize communication interventions for children with cerebral palsy (CP). The aim of this study was to examine if communication profiles at 2 years of age predicted speech, language, and communication outcomes at 9-10 years of age in children with CP.METHODTwenty-three children with CP (Mage = 9;10 [years;months]) participated in the study comprising of three mutually exclusive 2-year speech-language profiles: not yet talking (n = 10), emerging talkers (n = 9), and established talkers (n = 4). Using generalized linear regression and Kruskal-Wallis rank sum tests, we examined if 2-year speech-language profiles predicted speech, language, and communication outcomes at 9-10 years of age. Outcomes at 9-10 years of age were obtained from classification systems, spontaneous language samples, elicited speech tasks, and parent report.RESULTSBased on 2-year speech-language profiles, we found significant differences in speech, language, and communication outcomes at 9-10 years of age. Specifically, children who were not talking at 2 years of age had more restricted outcomes than children who were emerging or established talkers at 2 years of age.CONCLUSIONOur study's results provide preliminary evidence that early communication interventions can and should be differentiated based on communication abilities at 2 years of age to maximize later communication outcomes for children with CP.
{"title":"How Well Do Communication Profiles at 2 Years of Age Predict Outcomes at 9-10 Years of Age in Children With Cerebral Palsy?","authors":"Marianne Elmquist,Katherine C Hustad","doi":"10.1044/2025_lshss-24-00089","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00089","url":null,"abstract":"PURPOSEEarly identification of diverging developmental trajectories is important to optimize communication interventions for children with cerebral palsy (CP). The aim of this study was to examine if communication profiles at 2 years of age predicted speech, language, and communication outcomes at 9-10 years of age in children with CP.METHODTwenty-three children with CP (Mage = 9;10 [years;months]) participated in the study comprising of three mutually exclusive 2-year speech-language profiles: not yet talking (n = 10), emerging talkers (n = 9), and established talkers (n = 4). Using generalized linear regression and Kruskal-Wallis rank sum tests, we examined if 2-year speech-language profiles predicted speech, language, and communication outcomes at 9-10 years of age. Outcomes at 9-10 years of age were obtained from classification systems, spontaneous language samples, elicited speech tasks, and parent report.RESULTSBased on 2-year speech-language profiles, we found significant differences in speech, language, and communication outcomes at 9-10 years of age. Specifically, children who were not talking at 2 years of age had more restricted outcomes than children who were emerging or established talkers at 2 years of age.CONCLUSIONOur study's results provide preliminary evidence that early communication interventions can and should be differentiated based on communication abilities at 2 years of age to maximize later communication outcomes for children with CP.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"32 1","pages":"1-18"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097736","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 : 2025-05-19DOI: 10.1044/2025_lshss-24-00123
Carol Westby,Leslie E Kokotek,Karla N Washington
PURPOSEThe prevalence of adverse childhood experiences (ACEs) is increasing and is highest in minoritized ethnic/racial groups, most notably in Indigenous populations in the United States and Canada. Beyond ACEs, minoritized ethnic/racial groups have also experienced historical oppression, discrimination, and economic inequalities that can perpetuate ACEs and initiate intergenerational cycles of adversity. Children who have experienced multiple ACEs are at risk for learning and communication impairments that would qualify them for speech and language services. The purpose of this case study is to: (a) define ACEs, intergenerational and historical trauma, as well as describe the causes, consequences, and relationships among these three types of trauma; (b) describe the use of the International Classification of Functioning, Disability and Health (ICF) for assessment of an Indigenous child who has experienced multiple ACEs that may be associated with historical trauma; and (c) describe implementation of the Attachment, Regulation, Competency intervention for children with complex posttraumatic stress disorder adapted for an Indigenous child.CONCLUSIONSThe concept of historical trauma arose with Indigenous populations, but it has been extended to many other populations that have experienced chronic trauma associated with oppression based on their ethnicity, race, or culture. The ICF provides a framework for conducting a comprehensive assessment and developing an intervention plan for a child who has experienced multiple ACEs, possibly related to intergenerational and historical trauma. To understand the child's strengths and needs, it is essential that clinicians consider the child's unique personal and environmental contextual factors. By considering these contextual factors, clinicians can identify which attributes serve as barriers or facilitators to children's functioning and how intervention programs may need to be adapted for the child's culture.
{"title":"Adverse Childhood Experiences, Intergenerational Trauma, and Historical Trauma: A Child's Story.","authors":"Carol Westby,Leslie E Kokotek,Karla N Washington","doi":"10.1044/2025_lshss-24-00123","DOIUrl":"https://doi.org/10.1044/2025_lshss-24-00123","url":null,"abstract":"PURPOSEThe prevalence of adverse childhood experiences (ACEs) is increasing and is highest in minoritized ethnic/racial groups, most notably in Indigenous populations in the United States and Canada. Beyond ACEs, minoritized ethnic/racial groups have also experienced historical oppression, discrimination, and economic inequalities that can perpetuate ACEs and initiate intergenerational cycles of adversity. Children who have experienced multiple ACEs are at risk for learning and communication impairments that would qualify them for speech and language services. The purpose of this case study is to: (a) define ACEs, intergenerational and historical trauma, as well as describe the causes, consequences, and relationships among these three types of trauma; (b) describe the use of the International Classification of Functioning, Disability and Health (ICF) for assessment of an Indigenous child who has experienced multiple ACEs that may be associated with historical trauma; and (c) describe implementation of the Attachment, Regulation, Competency intervention for children with complex posttraumatic stress disorder adapted for an Indigenous child.CONCLUSIONSThe concept of historical trauma arose with Indigenous populations, but it has been extended to many other populations that have experienced chronic trauma associated with oppression based on their ethnicity, race, or culture. The ICF provides a framework for conducting a comprehensive assessment and developing an intervention plan for a child who has experienced multiple ACEs, possibly related to intergenerational and historical trauma. To understand the child's strengths and needs, it is essential that clinicians consider the child's unique personal and environmental contextual factors. By considering these contextual factors, clinicians can identify which attributes serve as barriers or facilitators to children's functioning and how intervention programs may need to be adapted for the child's culture.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"12 1","pages":"1-16"},"PeriodicalIF":2.4,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097713","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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