Language, Speech, and Hearing Services in Schools current issue

The Time Has Come [From the Editor...]

Apel, K. — Fri, 02 Oct 2009 07:48:19 PDT

The Utility of School-Age Narrative Microstructure Indices: INMIS and the Proportion of Restricted Utterances [Article]

Hoffman, L. M. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

This research investigated the applicability of the index of narrative microstructure (INMIS; L. M. Justice et al., 2006) system for narratives that were elicited through a wordless picture book context. In addition, the viability of an alternative, simpler metric was explored.

Method

Narrative transcripts using the Frog, Where Are You? (M. Mayer, 1969) wordless picture book with 48 school-age children with and without language impairment were analyzed using the INMIS productivity and complexity indices and a proportion of restricted utterances metric. Roy-Bargmann stepdown F calculations, effect sizes, confidence intervals, and positive and negative likelihood ratios were analyzed to examine the statistical and clinical significance of each narrative metric.

Results

The INMIS complexity metric and the proportion of restricted utterances metric yielded statistically significant differences between the two language ability groups and are likely to have good potential as research and clinical tools within the wordless picture book narrative elicitation context. The INMIS productivity metric did not differentiate between the language groups.

Conclusion

The results support the use of the INMIS complexity metric in a wordless picture book elicitation context and introduce an alternative microstructure analysis metric, the proportion of restricted utterances, which uses a logically transparent scale and may meet research and clinical needs without requiring the use of specialized software or complex calculations.

Prekindergarten Teachers' Verbal References to Print During Classroom-Based, Large-Group Shared Reading [Reports]

Zucker, T. A., Justice, L. M., Piasta, S. B. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

The frequency with which adults reference print when reading with preschool-age children is associated with growth in children's print knowledge (e.g., L.M. Justice & H.K. Ezell, 2000, 2002). This study examined whether prekindergarten (pre-K) teachers naturally reference print during classroom shared reading and if verbal print references occur at similar rates across different types of books. The relation between frequency of print referencing and quality of teachers' language instruction was also studied.

Method

Seventeen pre-K teachers were randomly assigned to a regular reading condition as part of a larger study, and 92 videos of their large-group, shared-reading sessions were analyzed for print-referencing utterances and quality of language instruction. Teachers' verbal print references were compared across texts that were purposefully sampled to include different levels of print salience.

Results

Teachers discussed all domains of print studied; however, their rate of print referencing was relatively low. More verbal print references were observed when the teachers read books exhibiting higher amounts of print-salient features. When reading books, there was no apparent relation between teachers' use of print referencing and their quality of language instruction.

Conclusion

It is unclear whether this low rate of explicit, verbal print referencing would impact children's print knowledge. Nonetheless, print-salient books appear to offer a natural context for discussions about print. Implications for educational practice are considered.

Cohesive Adequacy in the Narrative Samples of School-Age Children Who Use African American English [Reports]

Horton-Ikard, R. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

This study explored the type and adequacy of cohesive devices that are produced by school-age children who use African American English (AAE).

Method

The language samples of 33 African American children, ages 7, 9, and 11 years, were transcribed, analyzed, and coded for AAE use and cohesive adequacy (e.g., personal reference, demonstrative reference, lexical, and conjunctive markers).

Results

There were 2 AAE features that child speakers used for cohesive purposes. Adequacy rates for personal reference cohesive devices were higher than for the other 3 categories. Age was a significant factor in the use and adequacy of cohesive devices.

Conclusion

Typically developing African American children use the same category types of cohesive devices that have been reported for their peers who speak Standard American English. Further examination of cohesive adequacy to identify language impairment in school-age AAE speakers is warranted.

Perspectives From the Field of Early Childhood Special Education [Prologue]

Kaderavek, J. N. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

Positive academic outcomes for young children with special education needs can best be facilitated when a combination of professionals including speech-language pathologists (SLPs), general education teachers, occupational and physical therapists, and early childhood special educators (ECSEs) work together. However, it can be challenging to read across disciplines to maintain expertise within the domain of early childhood education because each profession has specialized intradisciplinary terminology. This clinical forum provides an up-to-date summary of the field of early childhood special education, with articles from experts from related professions describing current issues and trends in the field.

Method

This prologue introduces the concepts of universal design, differentiated instruction, and embedded learning opportunities. The prologue also outlines the roles, responsibilities, and accountability of professionals who work in early childhood special education.

Conclusion

SLPs can work toward strategic alliances with ECSEs when they understand the field from the perspective of related professions in early childhood special education.

Understanding Curriculum Modifications and Embedded Learning Opportunities in the Context of Supporting All Children's Success [Clinical Forum]

Horn, E., Banerjee, R. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

The primary purpose of this article is to provide a closer look at the individualization process whereby early childhood professionals ensure that the individualized learning priorities for each child are appropriately addressed.

Method

Early childhood professionals, including speech-language pathologists (SLPs), are working to meet the federal mandate of access to and progress in the general curriculum for children with disabilities. A promising approach to achieving this mandate is a multitiered model of support that has as its foundation a high-quality, universally designed curriculum. Following a brief description of the components of this model, the discussion shifts to a focus on the individualization components. Children's individualized needs for supports are provided through instructional individualization, including curriculum modifications and embedded learning opportunities.

Implications

Implementation of a multitiered model of support has direct implications for the SLP working in preschool settings. The decision for when and what form the supports should take is determined through assessment and by linking desired child outcomes to curriculum content and the individualized child supports. In order to be an effective team member in this process, the SLP must understand the concepts and specific strategies that form the foundation for each tier.

Making Decisions About Service Delivery in Early Childhood Programs [Clinical Forum]

Case-Smith, J., Holland, T. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

This article presents a rationale for specialized services personnel to use fluid models of service delivery and explains how specialized services personnel make decisions about the blend of service delivery methods that will best serve a child.

Method

The literature on occupational therapy, physical therapy, and speech-language pathology service delivery in early childhood programs is reviewed, synthesized, and applied to current practice. The literature explains that direct and consultative services provide unique benefits to children and should be flexibly scheduled based on each child's current priorities. Flexible service delivery models allow therapists to meet the evolving needs of children within dynamic environments.

Conclusion

To establish fluid service delivery models, therapists need to (a) plan collaboratively with teachers so that the model selected meets the teacher's preferences, (b) design flexible scheduling systems that emphasize inclusive practice, and (c) maintain precise documentation about when and how services are provided.

Response to Intervention: Implications for Early Childhood Professionals [Clinical Forum]

Fri, 02 Oct 2009 07:48:19 PDT

Purpose

The purpose of this article is to discuss the importance of building strong early childhood communities of interdisciplinary practice in the application of a comprehensive curriculum framework. A curriculum framework is proposed as a means of applying and extending the principles of response to intervention (RtI) to early childhood education providers working with young children, including speech-language pathologists (SLPs). The article presents information regarding the elements of a curriculum framework and suggestions for practice.

Method

Literature related to RtI was reviewed to identify common principles of practice. The resulting principles were then aligned to early childhood education recommended practices in order to illustrate the overlapping beliefs. Rationale and support for a curriculum framework as an early childhood education RtI model was then gathered to identify appropriate practices for working with young children who are served in a variety of early childhood settings.

Conclusion

SLPs are important members of early educational teams, particularly when applying the principles of RtI using a curriculum framework. SLPs bring the expertise needed to ensure that children achieve critical outcomes. Implementation of the curriculum framework is made possible when everyone involved in supporting young children understands how to apply the elements of a curriculum framework.

A Consultative Itinerant Approach to Service Delivery: Considerations for the Early Childhood Community [Clinical Forum]

Dinnebeil, L., Pretti-Frontczak, K., McInerney, W. — Fri, 02 Oct 2009 07:48:19 PDT

Purpose

This article, written by experts in itinerant early childhood special education, describes and differentiates approaches to itinerant early childhood special education as a primary service delivery option. Consultative itinerant early childhood special education services, in particular, are a means of ensuring that young children with disabilities have access to the general early childhood curriculum as offered in community-based programs.

Method

A discussion of the empirical literature that supports a consultative approach, literature that focuses on behavioral consultation and principles of distributed practice and embedded learning opportunities, is included. In addition, this article outlines a set of assumptions that program personnel make when implementing a consultative itinerant approach to service delivery. The need for and challenges associated with a consultative itinerant approach are discussed.

Conclusion

Itinerant early childhood special educators face similar challenges as speech-language pathologists with regard to providing high-quality interventions to children in inclusive settings.

Accountability for Services for Young Children With Disabilities and the Assessment of Meaningful Outcomes: The Role of the Speech-Language Pathologist [Clinical Forum]

Hebbeler, K., Rooney, R. — Fri, 02 Oct 2009 07:48:20 PDT

Purpose

This article describes the federal accountability requirements related to young children with disabilities and the contribution of the speech-language pathologist (SLP) to provide these data through the use of authentic, functional assessments.

Method

The article summarizes recent state and federal developments related to assessment for accountability and draws on the recommendations of national organizations, including the American Speech-Language-Hearing Association, to underscore the importance of high-quality assessment for guiding practice and for documenting child outcomes for accountability.

Clinical Implications/Conclusion

The widespread use of recommended practices for assessment will provide children, families, and practitioners, including SLPs, with the highest quality assessment information, at the same time providing states and the federal government with much-needed valid data on child outcomes for accountability purposes.