This preliminary study examined the relationship between clinicians’ perceptions (i.e., speech pathologists) of children’s scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish–English intervention for emergent bilinguals (EBs). Twenty-eight Spanish-speaking preschoolers were randomly assigned to participate in one of two vocabulary intervention groups: English-only ( n= 14) and Spanish-English with Spanish provided through a tablet computer ( n = 14). EBs were assessed in naming and definition before and after interventions. The clinicians provided perceptions of levels of assertiveness and shyness of both groups of EBs using the Assertiveness scale. A correlation analysis indicated a strong relationship between the Assertiveness scale and English word naming and definition gains in both groups (English-only and Spanish–English) and Spanish gains in the Spanish–English group. Clinicians’ perceptions of shyness should be considered as a variable of interest that affects response to intervention.
A participant with cleft palate and compensatory articulation errors underwent 75 weeks of treatment using a hybrid telepractice and in-person treatment model. This model improved articulation skills during the study period and offers a starting point for continued exploration of telepractice for the treatment of compensatory articulation errors in cleft palate.
The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children’s communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.
This article describes the bias and discrimination that play a role in the lives of those viewed as different, based on color, ethnicity, gender, language, appearance, age, religion, sexual orientation, or country of origin. Bias and discrimination play a major role in the difficulties faced by unserved and underserved populations such as migrants, refugees, asylum seekers, and others across the globe.
Late language emergence (LLE) may result from genetic and environmental factors. Little is known about environmental factors in LLE in South Africa. The study describes the nature of differences in language functioning between toddlers with LLE and without LLE, and which factors were associated with LLE in a middle-income area in South Africa. Toddlers, aged 24 to 36 months with LLE ( n = 20) were matched with a control group (CG, n = 21) for household income, age, gender, maternal education, and parental employment. The research group (RG) showed moderate delays in expressive and receptive language, and play skills, while the controls exhibited no delay. Significant differences in early feeding history and multilingual exposure were found between the groups. As far as known, it is the first study utilizing a South African middle-income sample indicating that multilingual exposure may play a role in LLE. The study focuses the attention on environmental factors which are potentially modifiable in LLE.
Awake brain surgery allows for maximal tumor resection, while minimizing postoperative deficits, even when the tumor is located within eloquent brain regions. In the current study, we present the case of a patient who underwent awake craniotomy to remove a space-occupying lesion located at the left (dominant) temporal lobe. During subcortical mapping, electrical stimulation of the inferior longitudinal fasciculus caused severe errors (paralexias) on a semantic odd-word out task, but not on other tasks that use different input routes and processes. The cognitive neuropsychological model for single word processing assisted us to associate a specific structure (inferior longitudinal fascicle (ILF)) with a specific cognitive process (i.e., access to the semantic system). Our results highlight the importance of subcortical fascicles in reading and agree with previous studies regarding the critical role of ILF in reading comprehension.
Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class, coaching intervention on the aided language modeling (ALM) skills of paraeducators who work with students who use AAC. An intervention protocol using evidence-based coaching strategies was used to support paraeducator implementation of ALM in typical classroom activities. The multiple-baseline single-subject design measured the use of ALM by four paraeducators. Data were analyzed visually and by calculating Tau- U and gain scores. Results suggest a strong effect from the coaching intervention on ALM skills for each of the paraeducators. Challenges and benefits of paraeducator-focused interventions in classroom settings are presented.
The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.
We conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.
Visual Phonics is a multisensory teaching tool that has the potential to improve reading outcomes. The purpose of this systematic review is to examine studies on Visual Phonics to provide a comprehensive understanding of the effects on code-related skills. Thirteen studies met the inclusion criteria. The results demonstrate that Visual Phonics can be an effective strategy to teach code-related skills for at-risk hearing kindergarteners and d/Deaf and hard of hearing students, regardless of the degree of hearing loss, grade placement, communication method, home language, and prevalence of an additional disability. A number of these studies contain limitations such as a small sample size, difficulty with obtaining a randomized sample, lack of a control group, and difficulty with the generalization of findings. Therefore, there is a need for additional research on the effects of Visual Phonics and its progression to becoming an evidence-based practice.
