Language Norms in School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 307-308 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Public School ◽  
Language Development ◽  
Language Learning ◽  
Children And Adolescents ◽  
Special Interest ◽  
Division I ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Language Norms

The four articles in this clinical forum developed out of a series of two miniseminars presented at the 1992 and 1993 Annual Conventions of the American Speech-Language-Hearing Association (ASHA). The miniseminars, entitled "School-Age Children and Adolescents: Establishing Language Norms" (Parts I and II), were sponsored by Special Interest Division I, now known as "Language Learning and Education." The sessions were offered in response to requests from a number of public school speech-language pathologists for additional normative information on various aspects of later language development. The authors of the forum (and their topics) are Cheryl M. Scott and Sharon L. Stokes (syntax), Marilyn A. Nippold (word definition), Cynthia J. Johnson (narration), and Janet A. Norris (pragmatics).

Expanding Language Norms for School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 342-352 ◽  
Author(s):  
Jan Norris
Keyword(s):  
Children And Adolescents ◽  
School Age Children ◽  
School Age ◽  
Social Environments ◽  
Older Children ◽  
Pragmatic Development ◽  
Language Norms ◽  
Pragmatic Performance

Despite decades of research, we currently have only limited norms of pragmatic development and use. These generally consist of skills that are aspects of pragmatic functioning, but in themselves do not capture the pragmatic difficulties exhibited by children in classroom, home, and social environments. A discussion of some of the problems associated with deriving pragmatic norms is presented, along with some of the current insights we have concerning the pragmatic abilities of older children and adolescents. These diverse findings are organized into a single coherent model for analyzing and comparing pragmatic performance across tasks. Implications for further research also are presented.

School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 320-325 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Language Development ◽  
Children And Adolescents ◽  
Language Use ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Normative Database ◽  
Current Trends ◽  
Language Pathology ◽  
Word Definition

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.

The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia

2018 ◽  
Vol 49 (4) ◽  
pp. 810-816 ◽  
Author(s):  
Jeannene M. Ward-Lonergan ◽  
Jill K. Duthie
Keyword(s):  
Public School ◽  
Children And Adolescents ◽  
Public Awareness ◽  
The State ◽  
School Age Children ◽  
Clinical Implications ◽  
Specific Information ◽  
School Age ◽  
School Settings ◽  
Broad Overview

Purpose The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs). Method In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia nationwide. The Decoding Dyslexia organization has chapters in all 50 states in the nation, and they have been instrumental in promoting public awareness of the importance of improving services for students with dyslexia. As a result, new legislation, policies and guidelines have been introduced and developed in many states. California is an example of 1 state that has recently passed legislation in this area and released guidelines that serve as recommendations related to this law. This article provides a broad overview of recent dyslexia legislation, with more specific information pertaining to recent legislation and guidelines in the state of California. Clinical implications for SLPs who serve this population in school settings are also discussed. Conclusion The information discussed in this article may serve as a useful model for states that are in the process of developing or revising their own policies or guidelines for meeting the needs of students with dyslexia.

Expanding Norms for Narration

1995 ◽  
Vol 26 (4) ◽  
pp. 326-341 ◽  
Author(s):  
Cynthia J. Johnson
Keyword(s):  
Children And Adolescents ◽  
Present Article ◽  
Diagnostic Tests ◽  
Language Intervention ◽  
School Age Children ◽  
Narrative Development ◽  
Practical Consideration ◽  
School Age ◽  
Speech Language Pathologists ◽  
Time Information

Narrative development in school-age children and adolescents is important to speech-language pathologists providing language intervention. At this time, information on later narrative development and growth in particular dimensions of narration is only partially available. The purpose of the present article is to pave the way for the collection of a comprehensive set of norms for later narrative development. The article first considers the purposes and uses for norms in narration. Next, for practical consideration, it reviews information that currently exists for later narrative development, including published literature and diagnostic tests. Proceeding further, the article explores factors that make the expansion of current norms problematic, such as substantial ranges in storytelling ability at particular ages, situational variations, and the diversity of narrative genres. it concludes by suggesting factors to consider in future investigations undertaken in pursuit of an ideal set of norms.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Prevalence of vitamin A deficiency and dietary inadequacy in Indian school-age children and adolescents

2021 ◽  
Author(s):  
Geereddy Bhanuprakash Reddy ◽  
Tattari Shalini ◽  
Santu Ghosh ◽  
Raghu Pullakhandam ◽  
Boiroju Naveen Kumar ◽  
...  
Keyword(s):  
Vitamin A ◽  
Children And Adolescents ◽  
Vitamin A Deficiency ◽  
School Age Children ◽  
School Age ◽  
Indian School
Sign in / Sign up

Export Citation Format

Share Document