Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools

2015 ◽  
Vol 58 (4) ◽  
pp. 1167-1181 ◽  
Author(s):  
Sherine R. Tambyraja ◽  
Mary Beth Schmitt ◽  
Kelly Farquharson ◽  
Laura M. Justice
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Language And Literacy ◽  
The Public ◽  
Literacy Profiles

The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools

2015 ◽  
Vol 24 (3) ◽  
pp. 504-516 ◽  
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Jessica Logan ◽  
Laura M. Justice ◽  
Mary Beth Schmitt
Keyword(s):  
Public Schools ◽  
Hierarchical Linear Modeling ◽  
Language Impairment ◽  
Language Intervention ◽  
Language And Literacy ◽  
Linear Modeling ◽  
Word Decoding ◽  
School Based ◽  
The Individual ◽  
Academic Year

Purpose The purpose of this study was twofold: (a) to determine the unique contributions in children's language and literacy gains, over 1 academic year, that are attributable to the individual speech-language pathologist (SLP) and (b) to explore possible child- and SLP-level factors that may further explain SLPs' contributions to children's language and literacy gains. Method Participants were 288 kindergarten and 1st-grade children with language impairment who were currently receiving school-based language intervention from SLPs. Using hierarchical linear modeling, we partitioned the variance in children's gains in language (i.e., grammar, vocabulary) and literacy (i.e., word decoding) that could be attributed to their individual SLP. Results Results revealed a significant contribution of individual SLPs to children's gains in grammar, vocabulary, and word decoding. Children's fall language scores and grade were significant predictors of SLPs' contributions, although no SLP-level predictors were significant. Conclusions The present study makes a first step toward incorporating implementation science and suggests that, for children receiving school-based language intervention, variance in child language and literacy gains in an academic year is at least partially attributable to SLPs. Continued work in this area should examine the possible SLP-level characteristics that may further explicate the relative contributions of SLPs.

From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms

2015 ◽  
Vol 22 (3) ◽  
pp. 103-109 ◽  
Author(s):  
Mary Beth Schmitt ◽  
Sherine Tambyraja
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
Oral Language ◽  
Speech Therapy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Language And Literacy ◽  
Language Therapy ◽  
Literacy Interventions

Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools

2017 ◽  
Vol 60 (6) ◽  
pp. 1590-1605 ◽  
Author(s):  
Laura M. Justice ◽  
Hui Jiang ◽  
Jessica A. Logan ◽  
Mary Beth Schmitt
Keyword(s):  
Public Schools ◽  
Phonological Awareness ◽  
Language Impairment ◽  
Externalizing Behavior ◽  
Language Skills ◽  
Self Regulation ◽  
School Age Children ◽  
Multilevel Regression ◽  
The Public ◽  
Nonverbal Cognition

Purpose This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Results Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. Conclusions This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

The Preassessment Process for English Learners With Potential Language Impairment

2020 ◽  
pp. 1-18
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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