A Survey of Speech-Language Pathologists' Attitudes About, Self-Perceived Knowledge of, and Competency in Dealing With Social Dialects: Language Differences Versus Language Disorders

1992 ◽  
Vol 20 ◽  
pp. 65-72
Author(s):  
Annette Capella Vafadar ◽  
Harold Utt
Keyword(s):  
Language Disorders ◽  
Speech Language Pathologists ◽  
Perceived Knowledge ◽  
Language Differences

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.

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.

Reducing Bias in Language Assessment

1997 ◽  
Vol 40 (3) ◽  
pp. 519-525 ◽  
Author(s):  
Thomas Campbell ◽  
Chris Dollaghan ◽  
Herbert Needleman ◽  
Janine Janosky
Keyword(s):  
Prior Knowledge ◽  
Language Disorders ◽  
Language Assessment ◽  
School Age ◽  
Language Test ◽  
Potential Solution ◽  
Language Performance ◽  
Language Differences ◽  
Language Measures ◽  
Experiential Backgrounds

One potential solution to the problem of eliminating bias in language assessment is to identify valid measures that are not affected by subjects' prior knowledge or experience. In this study, 156 randomly selected school-age boys (31% majority; 69% minority) participated in three “processing-dependent” language measures, designed to minimize the contributions of prior knowledge on performance, and one traditional “knowledge-dependent” language test. As expected, minority subjects obtained significantly lower scores than majority participants on the knowledge-dependent test, but the groups did not differ on any of the processingdependent measures. These results suggest that processing-dependent measures hold considerable promise for distinguishing between children with language disorders, whose poor language performance reflects fundamental psycholinguistic deficits, and children with language differences attributable to differing experiential backgrounds.

How to Establish a Language-Rich Environment Through a Collaborative SLP–Teacher Partnership

2021 ◽  
pp. 004005992199069
Author(s):  
Erin Stehle Wallace ◽  
Reed Senter ◽  
Nicole Peterson ◽  
Kelsey T. Dunn ◽  
Jason Chow
Keyword(s):  
General Education ◽  
Language Skills ◽  
Language Disorders ◽  
General Education Teachers ◽  
Speech Language Pathologists ◽  
Collaborative Relationships ◽  
Essential Components ◽  
Different Types ◽  
Support Students

Students’ language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as they’re likely to have students with language disorders in their classroom. Typically, teachers receive minimal training on students with language disorders and how to support them academically. This paper discusses the significance of interdisciplinary collaborative relationships between speech-language pathologists (SLPs) and general education teachers to achieve a language rich environment in the classroom. We (a) introduce the essential components to an effective SLP-teacher partnership, (b) address barriers and provide plausible solutions, (c) overview common types of language disorders, (d) provide tips on how to use language-supportive strategies, and (e) discuss different types of effective partnerships to support students.

scholarly journals “Tell Me About Your Child”: A Grounded Theory Study of Mothers' Understanding of Language Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 819-840 ◽  
Author(s):  
Andrea C. Ash ◽  
Tyler T. Christopulos ◽  
Sean M. Redmond
Keyword(s):  
Grounded Theory ◽  
Language Disorder ◽  
Language Disorders ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Lack Of Information ◽  
Diagnostic Labels ◽  
Psychological Harm ◽  
Language Pathology

Purpose The purpose of this study was to generate a theory grounded in data explaining caregivers' understanding of their child's language disorder and the perceived role of speech-language pathologists in facilitating this knowledge. Method This study employed grounded theory as a conceptual framework. Qualitative data were generated based on semistructured interviews conducted with 12 mothers of children who had received speech-language pathology services. Results The following themes emerged from the data analysis: (a) Many mothers reported receiving confusing or irrelevant diagnostic terms for language disorder, (b) mothers of children with language disorders were distressed about their children's language problems, (c) mothers did not always trust or understand their children's speech-language pathologist, and (d) mothers were satisfied with the interventions their child had been receiving. Mothers described their children's language disorder using a total of 23 labels, most of which were not useful for accessing meaningful information about the nature of their child's communication problem. Generally, mothers reported they did not receive language-related diagnostic labels from speech-language pathologists for their child's language disorder. Conclusions Two theories were generated from the results: (a) Lack of information provided to mothers about their child's language disorder causes mothers psychological harm that appears to be long lasting. (b) Difficulties in successfully relaying information about language disorders to parents result in negative perceptions of speech-language pathology. Implications and future directions are discussed. Supplemental Material https://doi.org/10.23641/asha.12177390

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.

Written Language Disorders: Speech-Language Pathologists' Training, Knowledge, and Confidence

2010 ◽  
Vol 41 (4) ◽  
pp. 416-428 ◽  
Author(s):  
Gordon W. Blood ◽  
Callie Mamett ◽  
Rebecca Gordon ◽  
Ingrid M. Blood
Keyword(s):  
Language Disorders ◽  
Written Language ◽  
Speech Language Pathologists
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