Analysis of Domestic Family-centered Research Trends: Focusing on Family-centered Practice and Family-centered Intervention Researches

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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Expression of Concern: Servicing the Senior Swallow: A Family-Centered Private Practice Model of Service Delivery

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_dec2020asha ◽

2020 ◽

pp. 1-1

Author(s):

Keyword(s):

Service Delivery ◽

Private Practice ◽

Practice Model ◽

Family Centered

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Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc24.1.11 ◽

2014 ◽

Vol 24 (1) ◽

pp. 11-18

Author(s):

Andrea Bell ◽

K. Todd Houston

Keyword(s):

Hearing Loss ◽

Early Diagnosis ◽

Skill Acquisition ◽

Dynamic Process ◽

Spoken Language ◽

Red Flags ◽

Careful Monitoring ◽

Auditory Development ◽

Children With Hearing Loss ◽

Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

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