With the introduction of Common Core State Standards, mathematical learning and problem solving in the academic environment is more linguistically demanding. Speech-language pathologists (SLPs) can...
{"title":"Points to Ponder: Gesture and Language in Math Talk","authors":"Lori G. Foran, Brenda L. Beverly","doi":"10.1044/LLE22.2.71","DOIUrl":"https://doi.org/10.1044/LLE22.2.71","url":null,"abstract":"With the introduction of Common Core State Standards, mathematical learning and problem solving in the academic environment is more linguistically demanding. Speech-language pathologists (SLPs) can...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"42 1","pages":"72-81"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.2.71","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the changes made to the DSM-5 criteria, with specific attention to the social communication and social interaction challenges described for individuals with autism spectrum d...
本文描述了DSM-5标准的变化，特别关注自闭症谱系d患者的社会沟通和社会互动挑战。
{"title":"DSM-5 Changes: Understanding the Social Challenges in Children with ASD","authors":"P. Prelock","doi":"10.1044/LLE22.1.5","DOIUrl":"https://doi.org/10.1044/LLE22.1.5","url":null,"abstract":"This article describes the changes made to the DSM-5 criteria, with specific attention to the social communication and social interaction challenges described for individuals with autism spectrum d...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"5-12"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.1.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Siblings of children with disabilities have been a focus of research in recent years. Sibling relationships, family quality of life, and incorporation of siblings into intervention have all been ar...
{"title":"Siblings of Children with ASD: Promoting Social Communication","authors":"Amy L. Donaldson","doi":"10.1044/LLE22.1.31","DOIUrl":"https://doi.org/10.1044/LLE22.1.31","url":null,"abstract":"Siblings of children with disabilities have been a focus of research in recent years. Sibling relationships, family quality of life, and incorporation of siblings into intervention have all been ar...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"31-38"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engagement is important for development and learning, and an area of need for children with autism spectrum disorder (ASD). Experts recommend that children with ASD should be actively engaged for a...
{"title":"Enhancing Engagement in the Classroom for Students with ASD","authors":"Jessica R Steinbrenner","doi":"10.1044/LLE22.1.22","DOIUrl":"https://doi.org/10.1044/LLE22.1.22","url":null,"abstract":"Engagement is important for development and learning, and an area of need for children with autism spectrum disorder (ASD). Experts recommend that children with ASD should be actively engaged for a...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"22-30"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erinn H. Finke, K. Drager, Elizabeth C. Serpentine
Purpose The purpose of this investigation was to understand the decision-making processes used by parents of children with autism spectrum disorder (ASD) related to communication-based intervention...
本研究的目的是了解自闭症谱系障碍(ASD)儿童的父母在进行基于沟通的干预时所使用的决策过程。
{"title":"“It's Not Humanly Possible to Do Everything”: Perspectives on Intervention Decision-Making Processes of Parents of Children with Autism Spectrum Disorders","authors":"Erinn H. Finke, K. Drager, Elizabeth C. Serpentine","doi":"10.1044/LLE22.1.13","DOIUrl":"https://doi.org/10.1044/LLE22.1.13","url":null,"abstract":"Purpose The purpose of this investigation was to understand the decision-making processes used by parents of children with autism spectrum disorder (ASD) related to communication-based intervention...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"13-21"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose of this article is to introduce clinicians to an approach for assessing toddlers' sentence diversity and using criterion-referenced expectations to identify toddlers at-risk for clinically significant delays in grammatical development between 30 and 36 months of age. Method: Five at-risk toddlers were identified from an archival database. Mean length of utterance (MLU), grammatical complexity, and sentence diversity measures at 30 months of age were then used to evaluate the grammatical abilities of the at-risk children. Results: Three participants had MLUs of 1.50 or more standard deviations below the mean which alone would be sufficient for raising clinical concern. Although the other two toddlers had MLUs above 1.50, assessment of sentence diversity identified them as at-risk. The sentence diversity findings were also consistent with low grammatical complexity scores. Discussion: The clinical usefulness of a sentence-focused approach for assessment, intervention planning, and progr...
{"title":"Assessing Sentence Diversity in Toddlers At-Risk for Language Disorders","authors":"M. M. McKenna, P. Hadley","doi":"10.1044/LLE21.4.159","DOIUrl":"https://doi.org/10.1044/LLE21.4.159","url":null,"abstract":"Purpose: The purpose of this article is to introduce clinicians to an approach for assessing toddlers' sentence diversity and using criterion-referenced expectations to identify toddlers at-risk for clinically significant delays in grammatical development between 30 and 36 months of age. Method: Five at-risk toddlers were identified from an archival database. Mean length of utterance (MLU), grammatical complexity, and sentence diversity measures at 30 months of age were then used to evaluate the grammatical abilities of the at-risk children. Results: Three participants had MLUs of 1.50 or more standard deviations below the mean which alone would be sufficient for raising clinical concern. Although the other two toddlers had MLUs above 1.50, assessment of sentence diversity identified them as at-risk. The sentence diversity findings were also consistent with low grammatical complexity scores. Discussion: The clinical usefulness of a sentence-focused approach for assessment, intervention planning, and progr...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"159-172"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.
{"title":"Zero Marking of Past Tense in Child African American English","authors":"Ryan Lee, J. Oetting","doi":"10.1044/LLE21.4.173","DOIUrl":"https://doi.org/10.1044/LLE21.4.173","url":null,"abstract":"Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"23 1","pages":"173-181"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Intervention rates for children with language impairments vary widely across reports. Unfortunately, many language tests focus on areas of language that are not problematic for children with language impairments (LI). Over twenty years of research supports limitations in finiteness as a clinical marker of LI. However, speech language pathologists (SLPs) have been reluctant to include assessments of finiteness in clinical decisions for young school-age children. This article addresses the operational definition of finiteness which may have created a barrier to its clinical use. We recommend that SLPs include the Test of Early Grammatical Impairment as a primary measure of finiteness for identifying language impairment in children between 3 and 8 years of age because of its clinical flexibility and high levels of sensitivity and specificity.
{"title":"Using Finiteness as a Clinical Marker to Identify Language Impairment","authors":"A. Ash, S. Redmond","doi":"10.1044/LLE21.4.148","DOIUrl":"https://doi.org/10.1044/LLE21.4.148","url":null,"abstract":"Intervention rates for children with language impairments vary widely across reports. Unfortunately, many language tests focus on areas of language that are not problematic for children with language impairments (LI). Over twenty years of research supports limitations in finiteness as a clinical marker of LI. However, speech language pathologists (SLPs) have been reluctant to include assessments of finiteness in clinical decisions for young school-age children. This article addresses the operational definition of finiteness which may have created a barrier to its clinical use. We recommend that SLPs include the Test of Early Grammatical Impairment as a primary measure of finiteness for identifying language impairment in children between 3 and 8 years of age because of its clinical flexibility and high levels of sensitivity and specificity.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"148-158"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE21.4.148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to enhance clinicians' knowledge and skills about one complex syntax type, subordinate conjunction clauses. Children's complex syntax skills are critical to the expression of increasingly elaborate ideas and to meeting the demands of academic tasks. Complex syntax development begins in the preschool years. It is essential for clinicians to support young children's complex syntax development. To this end, the present article offers a framework to support a clinician's consideration of the range of subordinate conjunction clauses that appear in the spoken language of young children.
{"title":"Joining Clauses with Subordinate Conjunctions: One Type of Complex Syntax","authors":"Brian K. Weiler, C. M. Schuele","doi":"10.1044/LLE21.4.182","DOIUrl":"https://doi.org/10.1044/LLE21.4.182","url":null,"abstract":"The purpose of this article is to enhance clinicians' knowledge and skills about one complex syntax type, subordinate conjunction clauses. Children's complex syntax skills are critical to the expression of increasingly elaborate ideas and to meeting the demands of academic tasks. Complex syntax development begins in the preschool years. It is essential for clinicians to support young children's complex syntax development. To this end, the present article offers a framework to support a clinician's consideration of the range of subordinate conjunction clauses that appear in the spoken language of young children.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"21 1","pages":"182-191"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clinicians have a wide-variety of therapy materials, activities, techniques, and procedures available for treatment of children with morphosyntax deficits. This clinically-focused article describes...
{"title":"Treatment for Morphosyntactic Deficits: From Specific Strategies to a Holistic Approach","authors":"K. Proctor-Williams","doi":"10.1044/LLE21.4.192","DOIUrl":"https://doi.org/10.1044/LLE21.4.192","url":null,"abstract":"Clinicians have a wide-variety of therapy materials, activities, techniques, and procedures available for treatment of children with morphosyntax deficits. This clinically-focused article describes...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"60 1","pages":"192-202"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE21.4.192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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