Expository Discourse Intervention for Adolescents With Language Disorders

2013 ◽  
Vol 20 (2) ◽  
pp. 44-56 ◽  
Author(s):  
Jeannene M. Ward-Lonergan ◽  
Jill K. Duthie
Keyword(s):  
Academic Success ◽  
Crucial Role ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Treatment Techniques ◽  
Expository Discourse ◽  
Discourse Skills

Speech-language pathologists play a crucial role in helping adolescents with language disorders improve their ability to comprehend and produce the language of the curriculum (i.e., expository discourse) and, thus, enhance their potential for academic success. The purpose of this article is to present numerous treatment techniques and strategies for increasing both spoken and written expository discourse skills in this population.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Issues and Applications of Sensory Integration Theory and Treatment With Children With Language Disorders

1999 ◽  
Vol 30 (4) ◽  
pp. 383-392 ◽  
Author(s):  
Daria M. Mauer
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Sensory Integration ◽  
Language Disorders ◽  
Integration Theory ◽  
School Settings ◽  
Wide Range

Sensory integration (SI) intervention is used with children with a wide range of learning and developmental challenges. Research both supports and questions the constructs of SI and the efficacy of SI intervention. Therefore, the purpose of this article is to facilitate an understanding of SI theory and intervention; delineate strategies that can enhance language, learning, and academic success for students; and provide suggestions for ways to contribute to our knowledge through further research in school settings.

A Survey of Speech Sound Productions in Children With Visual Impairments

2018 ◽  
Vol 40 (4) ◽  
pp. 206-219
Author(s):  
Monica Gordon-Pershey ◽  
Shannon Zeszut ◽  
Kyle Brouwer
Keyword(s):  
Sound Production ◽  
Visual Impairments ◽  
Speech Sound ◽  
Speech Language Pathologists ◽  
Medical Diagnoses ◽  
Treatment Techniques ◽  
Speech Characteristics ◽  
Developmental Conditions ◽  
Production Errors ◽  
Children With Visual Impairments

This survey addressed a twofold need: first, research into speech sound productions in children with visual impairments and, second, evidence upon which speech-language pathologists might base interventions for children with visual impairments. Fifteen speech-language pathologists responded to a survey about speech sound productions in caseload children with visual impairments. Respondents reported the speech characteristics of 46 children, their coexisting medical diagnoses and developmental conditions, the nature of their visual impairments, and therapy approaches used. Children and teens with visual impairments demonstrated speech sound production errors. It is not conclusive that errors resulted from having visual impairments. Respondents reported effective speech treatment techniques. This study contributes a detailed report of speech sound productions in children who, despite a diversity of coexisting diagnoses, had visual impairment in common. Findings provide a point of reference regarding speech sound productions in children with visual impairments, as well as efficacious treatments.

Telling Tales: Personal Event Narratives and Life Stories

2016 ◽  
Vol 47 (4) ◽  
pp. 260-282 ◽  
Author(s):  
Carol Westby ◽  
Barbara Culatta
Keyword(s):  
Academic Success ◽  
Life Stories ◽  
Sense Of Self ◽  
Self Regulation ◽  
Personal Narratives ◽  
Speech Language Pathologists ◽  
Personal Event ◽  
Plot Structure ◽  
Children's Development ◽  
Children’S Development

Purpose Speech-language pathologists know much more about children's development of fictional narratives than they do about children's development of personal narratives and the role these personal narratives play in academic success, social–emotional development, and self-regulation. The purpose of this tutorial is to provide clinicians with strategies for assessing and developing children's and adolescents' personal narratives. Method This tutorial reviews the literature on (a) the development of autobiographical event narratives and life stories, (b) factors that contribute to development of these genres, (c) the importance of these genres for the development of sense of self-identity and self-regulation, (d) deficits in personal narrative genres, and (e) strategies for eliciting and assessing event narratives and life stories. Implications To promote development of personal event narratives and life stories, speech-language pathologists can help clients retrieve information about interesting events, provide experiences worthy of narrating, and draw upon published narratives to serve as model texts. Clinicians can also address four interrelated processes in intervention: reminiscing, reflecting, making coherent connections, and signaling the plot structure. Furthermore, they can activate metacognitive awareness of how evaluations of experiences, coherence, and plot structure are signaled in well-formed personal event narratives and life stories.

The Clinical Utility of Language Samples

2010 ◽  
Vol 17 (1) ◽  
pp. 9-15 ◽  
Author(s):  
Amy Costanza-Smith
Keyword(s):  
Standardized Tests ◽  
Clinical Utility ◽  
Language Disorders ◽  
Standardized Assessments ◽  
School Age ◽  
Sample Analysis ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Abstract Speech-language pathologists typically use standardized assessments to diagnose language disorders. Although standardized tests are important in diagnosing school-age language disorders, the use of language sample analysis should not be ignored. This article summarizes the benefits of language sample analysis and introduces considerations for collecting and analyzing language samples.

scholarly journals A Multidisciplinary Delphi Consensus Study of Communicative Participation in Young Children With Language Disorders

2020 ◽  
Vol 63 (6) ◽  
pp. 1793-1806
Author(s):  
Ingrid Singer ◽  
Inge S. Klatte ◽  
Marlies Welbie ◽  
Ingrid C. Cnossen ◽  
Ellen Gerrits
Keyword(s):  
Young Children ◽  
Delphi Study ◽  
Language Disorders ◽  
Likert Scale ◽  
Delphi Panel ◽  
Delphi Consensus ◽  
Speech Language Pathologists ◽  
Communication Problems ◽  
Communicative Participation ◽  
Definition Of

Purpose Our aim was to develop consensus on the definition and operationalization of communicative participation (CP) in 2- to 8-year-old children with language disorders (LDs). A clear definition and operationalization can facilitate the discussion about children's communication problems in daily life between parents and professionals. Method In an online Delphi study, anonymized thoughts and opinions were collected on the definition and operationalization of CP in young children with LD. The 47 Delphi panel members were Dutch parents, young adults with LDs, teachers and assistants, speech-language pathologists, clinical linguists, and clinical researchers. Thematic content analysis was used to develop a concept definition and items operationalizing CP. The Delphi panel rated the suitability of concept definitions using a 7-point Likert scale. Concept definitions were revised with feedback from the Delphi panel until consensus was achieved. The Delphi panel rated items on how well they operationalize CP, using the same Likert scale. Results The majority (79%) of the Delphi panel indicated that the essence of CP was captured by the definition: “CP is understanding and being understood in a social context, by applying verbal and non-verbal communication skills.” In addition, 33 behavioral items were developed. Conclusion This study resulted in strong consensus on the definition of CP between Dutch parents and professionals. Items were developed that can inform speech-language pathologists on the type of questions to ask a child's parents or teacher when discussing CP. Further research is needed on how the items can best be used in clinical practice.

Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills

2020 ◽  
Vol 51 (2) ◽  
pp. 336-344 ◽  
Author(s):  
Karen A. Fallon ◽  
Lauren A. Katz
Keyword(s):  
Academic Success ◽  
Morphological Awareness ◽  
Research Literature ◽  
Language Impairments ◽  
Written Language ◽  
Literacy Intervention ◽  
Evidence Based ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Skills

Purpose Structured literacy (SL) is an umbrella term used by the International Dyslexia Association that refers to evidence-based instructional approaches that incorporate all aspects of spoken language into the teaching of reading, spelling, and writing ( International Dyslexia Association, 2016 ). SL has gained prominence in the field of reading but is less familiar to speech-language pathologists. This tutorial seeks to describe SL with specific attention to the morphological component. Using current research literature combined with descriptions of specific therapeutic practices, this tutorial offers research-informed, clinical strategies for facilitating the development of morphological skills in students with spoken and written language impairments including dyslexia. Method In this tutorial, the authors focus on the research literature and clinical applications related to the topics of (a) spoken and written language impairments, including dyslexia; (b) SL intervention; (c) intervention in the areas of morphological awareness and analysis; and (d) the promotion of academic success in students who struggle with language and literacy. Conclusions SL is a term used to unify and describe evidence-based principles and components that should be included in all effective reading and writing instructions. Among other linguistic skills, morphology holds a prominent place in SL. It is critical that speech-language pathologists become familiar with SL and the evidence-based practices for growing these students' morphological awareness skills in order to promote language and literacy success.

Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials

2017 ◽  
Vol 2 (16) ◽  
pp. 34-44 ◽  
Author(s):  
Emily Diehm
Keyword(s):  
Academic Success ◽  
Graduate Training ◽  
Language Intervention ◽  
Academic Standards ◽  
Speech Language Pathologists ◽  
Web Based ◽  
The Road ◽  
Speech Language Pathologist ◽  
Road Map ◽  
Writing Goals

Although one would hope that the magic of goal writing is somehow bestowed upon each speech-language pathologist during their graduate training, or at a minimum upon graduation, pre-service speech-language pathologists, as well as practicing speech-language pathologists, report that goal writing is challenging. This difficulty experienced while writing goals may result in SLPs and other special education providers searching the internet or IEPs of other students with similar needs to find a pre-written goal to use. Unfortunately, an over-reliance on web-based or software-based goal banks is problematic, as these resources still contain poorly written goals that are not measurable and vague and may ultimately decrease the individualization of the goal and treatment to a student's specific needs. Because goals are the “road map” for a student's speech-language intervention, it is not surprising that researchers have hypothesized, and more recently observed, that poorly written IEPs goals are negatively related to growth and progress in the curriculum. The purpose of this article is to remind SLPs of the importance of writing goals that are relevant to the findings of assessments, aligned to state academic standards, contain specific and measurable outcomes, and encourage growth in the skills needed to have academic success.

Voice Treatment for the Male-to-Female Transgendered Client

1999 ◽  
Vol 8 (3) ◽  
pp. 201-208 ◽  
Author(s):  
Marylou Pausewang Gelfer
Keyword(s):  
Treatment Approach ◽  
Transition Process ◽  
Speech Language Pathologists ◽  
Target Frequency ◽  
Treatment Techniques ◽  
Voice Treatment ◽  
Male To Female ◽  
Selection Of

Male-to-female transsexuals are sometimes a part of a speech-language pathologist’s voice caseload. This article is intended to provide information and a suggested treatment approach to speech-language pathologists who work with this small but fascinating population. Aspects of the transition process, interviewing strategies, selection of a target frequency, and suggested treatment techniques are presented.

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