scholarly journals Early Identification of Dyslexia: Understanding the Issues

2018 ◽  
Vol 49 (4) ◽  
pp. 817-828 ◽  
Author(s):  
Danielle Colenbrander ◽  
Jessie Ricketts ◽  
Helen L. Breadmore
Keyword(s):  
Response To Intervention ◽  
Early Identification ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Intervention Programs ◽  
Speech Language Pathologists ◽  
Identification Process ◽  
Educational Potential

PurposeThe purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia.MethodThe literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed.ConclusionsEarly identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

Speech–Language Pathologists’ Opinions on Response to Intervention

2011 ◽  
Vol 34 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Dixie Sanger ◽  
Sara Mohling ◽  
Aliza Stremlau
Keyword(s):  
United States ◽  
Response To Intervention ◽  
Progress Monitoring ◽  
The United States ◽  
Careful Consideration ◽  
Administrative Leadership ◽  
Speech Language Pathologists ◽  
Struggling Learners ◽  
Planning Time ◽  
Team Members

The purpose of this study was to survey the opinions of speech–language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded with neither agree nor disagree on 10 other items. The majority of participants acknowledged the importance of their role in RTI and the value of screening, progress monitoring, assessment, and prevention of continued failure. Some were uncertain whether multidisciplinary team members were knowledgeable and trained to implement RTI. More than 80% of participants indicated challenges related to training, funding, additional personnel, administrative leadership, and planning time. SLPs acknowledged the importance of prevention, collaboration, and well-trained educators in serving struggling learners. However, challenges in implementation of the model will require careful consideration in advancing the discussions on RTI.

Stuttering in Preschool Children: Direct Versus Indirect Treatment

2018 ◽  
Vol 49 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Preschool Children ◽  
Research Evidence ◽  
Treatment Approach ◽  
Speech Language Pathologists ◽  
Realistic Case ◽  
Controversial Topic ◽  
Indirect Treatment ◽  
The Individual

Purpose The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are presented, the Lidcombe Program (LP) and the demands and capacities model (DCM). Studies published in peer-reviewed research journals that have examined the effectiveness of each approach are summarized and critiqued. Results The review indicates that the LP is the preferred treatment approach for stuttering in preschool children and that it offers the best opportunity for rapid success. Conclusion The LP should be carried out by knowledgeable, experienced, and flexible speech-language pathologists who are able to accommodate the individual needs and differences of every child and family.

Falling Through the Cracks: Children Who Are Exceptions to the RTI Identification Process

2008 ◽  
Vol 15 (1) ◽  
pp. 41-45
Author(s):  
Nicole Davis ◽  
Donald L. Compton
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Reading Disabilities ◽  
Theoretical Framework ◽  
Speech Language Pathologists ◽  
False Negatives ◽  
Identification Process

Abstract This article discusses late emerging reading disabilities (RD) and provides possible explanations for false negatives that occur in the RTI process. In addition to providing a theoretical framework for thinking about late emerging RD, the authors conclude with suggestions for speech-language pathologists to improve the early identification of children who are at risk for late emerging RD.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Using serum biomarkers for identifying unstable carotid plaque: update of current evidence

2020 ◽  
Vol 26 ◽  
Author(s):  
Areti Sofogianni ◽  
Konstantinos Tziomalos ◽  
Triantafyllia Koletsa ◽  
Apostolos G. Pitoulias ◽  
Lemonia Skoura ◽  
...  
Keyword(s):  
High Risk ◽  
Great Proportion ◽  
Current Literature ◽  
Early Identification ◽  
Carotid Plaque ◽  
Potential Role ◽  
Carotid Atherosclerosis ◽  
Serum Biomarkers ◽  
Current Evidence

: Carotid atherosclerosis is responsible for a great proportion of ischemic strokes. Early identification of unstable or vulnerable carotid plaques and therefore of patients at high risk for stroke is of significant medical and socioeconomical value. We reviewed the current literature and discuss the potential role of the most important serum biomarkers in identifying patients with carotid atherosclerosis who are at high risk for atheroembolic stroke.

Board of Director Characteristics, Institutional Ownership, and Fraud: Evidence from Australia

2004 ◽  
Vol 23 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Vineeta D. Sharma
Keyword(s):  
Research Evidence ◽  
Institutional Ownership ◽  
Board Of Director ◽  
Composition And Structure ◽  
High Incidence ◽  
The Board Of Directors ◽  
Director Characteristics ◽  
The Relationship ◽  
The U.S

Due to the high incidence of fraud in Australia, regulatory reports suggest strengthening the monitoring role of the board of directors (BOD). These reports recommend greater independence and no duality (chairperson of the BOD should not be the CEO) on the BOD. While there is no Australian evidence, research evidence in the U.S. supports these suggested reforms. It is not clear whether the research evidence observed in the U.S. will generalize to the Australian setting because of contextual differences. This study extends the U.S. findings to the Australian context and investigates the relationship between two attributes of the BOD, independence and duality, and fraud. In addition, I examine whether institutional ownership plays a role in the context of fraud. The more highly concentrated institutional ownership in Australia suggests the presence of some relationship. Using a matched sample of fraud and no-fraud firms from 1988–2000, I find that as the percentage of independent directors and the percentage of independent institutional ownership increases, the likelihood of fraud decreases. As expected, the results show a positive relationship between duality and the likelihood of fraud. These results support the call for strengthening the composition and structure of the BOD in Australia.

Check-In/Check Out: Electronic Adaptation and Individual Progress Monitoring

2021 ◽  
pp. 016264342199410
Author(s):  
Jordan Yassine ◽  
Leigh Ann Tipton-Fisler
Keyword(s):  
Performance Feedback ◽  
Differential Reinforcement ◽  
Research Evidence ◽  
Progress Monitoring ◽  
Middle School Student ◽  
Teacher Ratings ◽  
Ease Of Use ◽  
Electronic Application ◽  
Long Line ◽  
And Performance

Check-in/Check-Out (CICO) has a long line of research evidence demonstrating its effectiveness in increasing prosocial behavior. The current paper demonstrated an electronic application of CICO utilizing Google Sheets® with teacher feedback. Google Sheets® offers an inexpensive, collaborative, and remote method for tracking behaviors. In the first study, 2,322 teacher ratings (from 38 teachers) were compared between traditional paper CICO forms or electronic Google Sheets®. Results found that teacher ratings were significantly more complete with the use of the electronic forms. In the second study, an electronic CICO form was used for progress monitoring and performance feedback with a middle school student. Through the form we were able to successfully track our participant’s behavior change in response to CICO with the combination of feedback and a differential reinforcement intervention. Social validity showed that overall teacher ratings were high with respect to ease of use, usefulness, cost-effectiveness, and convenience of the electronic Google Sheets®.

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