Language, Speech, and Hearing Services in Schools recent issues

Editor Update [From the Editor]

Schuele, C. M. — 2013-04-30T13:56:48-07:00

Classification Accuracy of Nonword Repetition When Used With Preschool-Age Spanish-Speaking Children [Research Article]

Guiberson, M., Rodriguez, B. L. — 2013-04-30T13:56:48-07:00

Purpose

The purpose of the present study was to (a) describe and compare the nonword repetition (NWR) performance of preschool-age Spanish-speaking children (3- to 5-year-olds) with and without language impairment (LI) across 2 scoring approaches and (b) to contrast the classification accuracy of a Spanish NWR task when item-level and percentage of phonemes correct (PPC) scoring methods are applied.

Method

Forty-four Spanish-speaking children participated. Twenty-one children had LI and 23 had typically developing (TD) language. Children were administered a Spanish NWR task and a standardized Spanish language measure.

Results

A developmental pattern in NWR performance was observed, and the children with LI had NWR scores that were significantly lower than those of the TD children. Whereas item-level scoring of NWR items indicated acceptable levels of sensitivity and specificity and suggested positive and negative likelihood ratios, PPC scoring of NWR items resulted in less than desirable levels of sensitivity and adequate specificity.

Conclusion

Item-level scoring of 3- to 5-syllable Spanish NWR items may be useful as part of an assessment battery for preschool-age Spanish-speaking children.

Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment [Research Article]

Betz, S. K., Eickhoff, J. R., Sullivan, S. F. — 2013-04-30T13:56:48-07:00

Purpose

Standardized tests are one of the primary assessment tools used by speech-language pathologists (SLPs) to diagnose child language impairment. Numerous child language tests are commercially available; however, it is unknown what factors lead clinicians to select particular tests to use in clinical practice. This study investigated whether the quality of standardized tests, as measured by the test's psychometric properties, is related to how frequently the tests are used in clinical practice.

Method

A total of 364 SLPs completed a survey regarding how frequently they used specific standardized tests when diagnosing suspected specific language impairment (SLI). The test manuals for 55 tests were reviewed to determine whether test characteristics, such as test reliability, validity, and accuracy, correlated with the frequency of test use.

Results

The most frequently used standardized tests were omnibus measures (e.g., Clinical Evaluation of Language Fundamentals—Fourth Edition [Semel, Wiig, & Secord, 2003], Preschool Language Scale, Fourth Edition [Zimmerman, Steiner, & Pond, 2002]) and single-word vocabulary measures (e.g., Peabody Picture Vocabulary Test, Fourth Edition [Dunn & Dunn, 2007]). Publication year was the only test characteristic that correlated significantly with the frequency of test use.

Conclusion

The quality of a standardized test, as measured by the test's psychometric properties, does not appear to influence how frequently a test is used. These results highlight the need for increased evidence-based practice when diagnosing children with language impairment.

Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School [Research Article]

Carson, K. L., Gillon, G. T., Boustead, T. M. — 2013-04-30T13:56:48-07:00

Purpose

Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI).

Method

A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds. Thirty-four children received 10 weeks of PA instruction from their teachers. Ninety-five children continued with their usual reading program, which included phonics instruction but did not target PA.

Results

Children who received PA instruction demonstrated superior literacy outcomes compared to children who followed the usual literacy curriculum. Children with SLI showed significant improvements in PA, reading, and spelling but had a different pattern of response to instruction compared to children with typical language. Importantly, the number of children experiencing word decoding difficulties at the end of the program was 26% among children who followed the usual literacy curriculum compared to 6% among children who received the PA instruction.

Implications

A short, intensive period of classroom PA instruction can raise the literacy profiles of children with and without spoken language difficulties.

Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study [Research Article]

Apel, K., Brimo, D., Diehm, E., Apel, L. — 2013-04-30T13:56:48-07:00

Purpose

The effect of a morphological awareness intervention on the morphological awareness and literacy skills of students from low socioeconomic status homes was investigated.

Method

A 9-week intervention designed to increase awareness of affixes and the relations between base words and their inflected and derived forms was conducted with students in kindergarten (n = 19), 1st grade (n = 21), and 2nd grade (n = 21). Groups of 4–5 students were provided with instruction 4 times a week for 25 min a day.

Results

Results showed medium to very large clinically significant gains in morphological awareness and literacy abilities (ds = 0.29–2.96) across all participants.

Conclusion

The results of this feasibility study suggest that morphological awareness instruction that requires students to analyze, recognize, orally produce, and determine the spelling patterns of multimorphemic words leads to therapeutic effects within a population of young students who are at risk for future reading difficulties. Initial clinical implications, limitations of the study, and research suggestions are discussed.

Teachers' Perceptions of Adolescent Females With Voice Disorders [Research Article]

Zacharias, S. R. C., Kelchner, L. N., Creaghead, N. — 2013-04-30T13:56:48-07:00

Purpose

The purpose of this study was to explore teachers' attitudes toward, and perceptions of personality traits of, female adolescents who presented with voice disorders.

Method

For this comparative study consisting of a 25-item web-based semantic differential survey, teachers rated voice recordings of 4 female adolescents (considered normophonic, mildly, moderately, and severely dysphonic, respectively) on 18 personality traits and 6 teacher attitude parameters. A flyer with a link to the survey was distributed via e-mail to teachers at 8 middle and high schools in Ohio.

Results

Thirty-two teachers completed the survey. Results revealed differences in teachers' perceptions of female adolescents with a normal voice compared to those with voice disorders.

Conclusion

Adolescent female students with voice disorders may be at risk for academic, social, and vocational difficulties. These results highlight and support the need to inform teachers, speech-language pathologists, students, and families about the potential for subtle biases and negative perceptions of students with voice disorders by teachers. Furthermore, teaching self-advocacy to students who have voice disorders may help them obtain an optimal education experience.

The Impact of Reading Expressiveness on the Listening Comprehension of Storybooks by Prekindergarten Children [Research Article]

Mira, W. A., Schwanenflugel, P. J. — 2013-04-30T13:56:48-07:00

Purpose

The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored.

Method

Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an expressive or inexpressive recording of 1 of 2 similar stories. Story comprehension was tested using assessments of both free recall and cued recall.

Results

Children showed statistically significantly better cued recall for the expressive readings of stories compared to the inexpressive readings of stories. This effect generalized across stories and when story length was controlled across both expressive and inexpressive versions. The effect of expressiveness on children's free recall was not significant.

Conclusion

Highly expressive readings resulted in better comprehension of storybooks by prekindergarten children. Further, because recordings were used, this effect might be attributed to the facilitation of language processing rather than to enhanced social interaction between the reader and the child.

Severe Speech Sound Disorders: An Integrated Multimodal Intervention [Research Article]

King, A. M., Hengst, J. A., DeThorne, L. S. — 2013-04-30T13:56:48-07:00

Purpose

: This study introduces an integrated multimodal intervention (IMI) and examines its effectiveness for the treatment of persistent and severe speech sound disorders (SSD) in young children. The IMI is an activity-based intervention that focuses simultaneously on increasing the quantity of a child's meaningful productions of target words and providing supports to shape the quality of natural speech productions of target sounds by systematically incorporating the full range of each child's communicative repertoire, including augmentative and alternative communication (AAC) systems and natural speech and language.

Method

: A multiple-probe single-subject research design was used to assess the effectiveness of the IMI for 3 boys (ages 4 to 8) with moderate to severe SSD, all of whom used speech-generating AAC.

Results

: All 3 participants demonstrated an increase in the amount of speech they produced (i.e., quantity) and an increase in the production accuracy of their target speech sounds (i.e., quality).

Conclusion

This study demonstrated that simultaneously targeting natural speech and AAC speech using an integrated multimodal approach was effective in producing positive changes in both communication and speech production goals. These findings strongly suggest that integrating multimodal speech-generating AAC with traditional speech intervention was effective at supporting natural speech production for these children.

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children [Research Note]

Mills, M. T., Watkins, R. V., Washington, J. A. — 2013-04-30T13:56:48-07:00

Purpose

To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children.

Method

Forty-three children, Grades 2–5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined.

Results

Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density.

Conclusion

The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.

LSHSS Is Critical to the Practice of School Speech-Language Pathology [From the Editor]

Schuele, C. M. — 2013-01-10T08:30:33-08:00

A Social Communication Intervention to Increase Validating Comments by Children With Language Impairment [Clinical Focus]

Fujiki, M., Brinton, B., McCleave, C. P., Anderson, V. W., Chamberlain, J. P. — 2013-01-10T08:30:33-08:00

Purpose

Four children identified with language impairment (LI) participated in a social communication intervention to increase the production of validating comments, including making positive statements, sharing information, and asking peers questions about themselves.

Method

A case study design was used. Baseline measures were collected from 3 cooperative learning sessions for each participant. The intervention lasted 10 weeks, with 40 (15-min) sessions for 3 of the children and 20 (30-min) sessions for the remaining child. Each week, participants took part in sessions of group instruction, novel peer play, and review with the clinician. Data monitoring the production of validating comments were taken from the novel peer play interactions.

Results

One child produced a notable increase in validating comments during intervention, and 2 other participants produced more modest improvement. All 3 maintained these gains in the follow-up sessions. The remaining participant produced little change from baseline during the intervention. With respect to social outcomes, changes were not noted in peer acceptance and friendship. Teachers reported notable improvement in the sociable behavior of 2 of the children.

Conclusion

The 4 participants showed varied increases in the production of validating comments. Possible factors influencing the successful application of the intervention are discussed.

Differentiating Children With and Without Language Impairment Based on Grammaticality [Research Article]

Eisenberg, S. L., Guo, L.-Y. — 2013-01-10T08:30:33-08:00

Purpose

This study compared the diagnostic accuracy of a general grammaticality measure (i.e., percentage grammatical utterance; PGU) to 2 less comprehensive measures of grammaticality—a measure that excluded utterances without a subject and/or main verb (i.e., percentage sentence point; PSP) and a measure that looked only at verb tense errors (i.e., percentage verb tense usage; PVT)—in differentiating children with and without language impairment.

Method

Two groups of 3-year-olds, 17 with language impairment and 17 with typical language, participated in a picture description task. PGU, PSP, and PVT were computed. Receiver operating characteristic curve analyses were conducted to determine the best cutoff value for each measure.

Results

All 3 measures demonstrated a sensitivity of 100%. PGU showed a specificity of 88%, and both PSP and PVT showed a specificity of 82%. In addition, PGU showed a larger positive likelihood ratio than the other 2 measures.

Conclusion

PGU, PSP, and PVT were all sensitive to language impairment. However, PGU was less likely than PSP and PVT to misclassify children with typical language. The resultant diagnostic accuracy makes PGU an appropriate measure to use to screen for language impairment.

Morphological Analysis in Context Versus Isolation: Use of a Dynamic Assessment Task With School-Age Children [Research Article]

Ram, G., Marinellie, S. A., Benigno, J., McCarthy, J. — 2013-01-10T08:30:33-08:00

Purpose

The current study investigated the ability of typically developing children in Grades 3 and 5 to use morphological analysis to determine the meanings of derived words with and without context clues. Also of interest was the relation between children's reading practices and their performance in determining the meanings of derived words.

Method

Children provided definitions for 20 low-frequency derived words that were presented to them in isolation and in context. Responses were scored on a scale of 0 to 5 based on the children's performance on the Dynamic Assessment of Morphological Analysis—Modified (DATMA–M), which was created by the authors.

Results

Results indicated a large variability in the children's performance on the DATMA–M. Children in Grade 5 achieved significantly higher scores as compared to children in Grade 3. Overall, children performed better in the context condition than the isolation condition. Significant correlations were found for reading frequency and DATMA–M scores. There was no significant difference in performance between the isolation and context conditions after controlling for reading frequency.

Conclusion

The findings of this study emphasize the need for continued research to enable speech-language pathologists to use assessments such as the DATMA–M to obtain insights into the morphological analytical skills of school-age children.

Readability of Questionnaires Assessing Listening Difficulties Associated With (Central) Auditory Processing Disorders [Research Article]

Atcherson, S. R., Richburg, C. M., Zraick, R. I., George, C. M. — 2013-01-10T08:30:33-08:00

Purpose

Eight English-language, student- or parent proxy-administered questionnaires for (central) auditory processing disorders, or (C)APD, were analyzed for readability. For student questionnaires, readability levels were checked against the approximate reading grade levels by intended administration age per the questionnaires' developers. For proxy questionnaires, results were compared to the reading grade level for the average U.S. adult and the minimum 5th- to 6th-grade reading level for health materials as recommended by adult health literacy experts.

Method

This was a descriptive study that was based on the results of a commercially available readability calculations software package. Text-based files of the 8 questionnaires were analyzed using 3 readability formulas: FORCAST ( Caylor & Sticht, 1973), Flesch Reading Ease (FRE; Flesch, 1948), and Gunning's Fog index (FOG; Gunning, 1952).

Results

The FORCAST formula, the most appropriate for nonnarrative-type materials, indicated that all 8 questionnaires were written at reading levels between the 8th and 10th grades. The FRE and FOG formulas, designed for narrative-type materials, were generally in good agreement with one another but varied widely between the upper 4th- and 12th-grade levels.

Conclusion

In an effort to decrease respondent burden, developers should consider readability as another testable psychometric construct. Clinicians should take into account the functional health literacy skills of adult proxy respondents when giving self-administered questionnaires.

Vocabulary Use Across Genres: Implications for Students With Complex Communication Needs [Research Article]

Clendon, S. A., Sturm, J. M., Cali, K. S. — 2013-01-10T08:30:33-08:00

Purpose

This study examined the vocabulary words and multiword sequences used by 124 typically developing kindergarten and 1st-grade students when they wrote about self-selected topics. The study extends previous research by examining the vocabulary used in different genres.

Method

A total of 457 writing samples were analyzed. The samples were classified according to 9 genres and were analyzed using the Child Language Analysis ( MacWhinney, 2006) software program.

Results

The authors found that 140 words represented 70% of the vocabulary produced. The most common genre types were narrative recounts and opinions. The patterns of frequency for words and multiword sequences varied across genres. The degree of variation was greater for particular vocabulary words. For instance, the word going was used predominantly in 1 genre. In contrast, the word mom was used in every genre except 3. The structure words tended to be used with high frequency across genres.

Conclusion

The word lists generated can be used to inform vocabulary selection, organization, and instruction for students with complex communication needs who are beginning writers.

Predictors of Hearing Aid Use Time in Children With Mild-to-Severe Hearing Loss [Research Article]

2013-01-10T08:30:33-08:00

Purpose

This study investigated predictors of hearing aid (HA) use time for children with mild-to-severe hearing loss (HL). Barriers to consistent HA use and reliability of parent report measures were also examined.

Method

Participants included parents of 272 children with HL. Parents estimated the amount of time the child used HAs daily. Regression analysis examined the relationships among independent variables and HA use time. To determine parental accuracy of HA use time, datalogging from the HAs was compared to the parents' estimates.

Results

Longer HA use related to older age, poorer hearing, and higher maternal education. Parental consistency ratings revealed similar findings—younger children and children with milder HL wore HAs less consistently than older children and children with more severe HL. Parents' estimates and datalogging were significantly correlated; however, results suggested that parents overestimate the amount of time their children wear their HAs.

Conclusion

Certain variables were significantly related to the amount of time children wore their HAs. Consistency rating scales provided insight into circumstances that were challenging for families. Use of both parent reports and datalogging may allow clinicians and researchers to obtain a general estimate of HA use time.

Autism Spectrum Disorders: Experience, Training, and Confidence Levels of School-Based Speech-Language Pathologists [Research Article]

Plumb, A. M., Plexico, L. W. — 2013-01-10T08:30:33-08:00

Purpose

To investigate the graduate training experiences of school-based speech-language pathologists (SLPs) working with children with autism spectrum disorders (ASDs). Comparisons were made between recent graduates (post 2006) and pre-2006 graduates to determine if differences existed in their academic and clinical experiences or their confidence in working with children with ASDs.

Method

A 46-item, web-based, national survey was used. Participants were recruited through e-mail and listservs for American Speech-Language-Hearing Association Special Interest Divisions 1 (Language, Learning, and Education) and 16 (School-Based Issues).

Results

Recent graduates reported a greater amount of graduate coursework relating to ASDs than pre-2006 graduates. However, the pre-2006 graduates reported significantly greater confidence in the areas of counseling parents of children who exhibit "red flags" of ASDs and addressing social communication, literacy, and academics in intervention.

Conclusion

Results of the current survey indicated an increase in the amount of preprofessional training that SLPs receive relating to ASDs. Nonetheless, the majority of SLPs reported that they could have benefitted from additional clinical experience and training working with children with ASDs. The greater degree of confidence reported by the pre-2006 graduates highlights the importance of experience and continuing education for professionals in the field of speech-language pathology.

Incorporating Video Modeling Into a School-Based Intervention for Students With Autism Spectrum Disorders [Tutorial]

Wilson, K. P. — 2013-01-10T08:30:33-08:00

Purpose

Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASDs. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based speech-language pathologists (SLPs) serving students with ASDs.

Method

This tutorial draws from the many reviews and meta-analyses of the video modeling literature that have been conducted over the past decade, presenting empirically supported considerations for school-based SLPs who are planning to incorporate video modeling into their service delivery for students with ASD. The 5 overarching procedural phases presented in this tutorial are (a) preparation, (b) recording of the video model, (c) implementation of the video modeling intervention, (d) monitoring of the student's response to the intervention, and (e) planning of the next steps.

Conclusion

Video modeling is not only a promising intervention strategy for students with ASD, but it is also a practical and efficient tool that is well-suited to the school setting. This tutorial will facilitate school-based SLPs' incorporation of this empirically supported intervention into their existing strategies for intervention for students with ASD.

Erratum [Erratum]

Nippold, M. A. — 2013-01-10T08:30:33-08:00

Times Change and We With Them [From the Editor]

Nippold, M. A. — 2012-10-09T09:45:16-07:00

Comparison of Narrative and Expository Writing in Students With and Without Language-Learning Disabilities [Research Article]

Koutsoftas, A. D., Gray, S. — 2012-10-09T09:45:16-07:00

Purpose

Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act ( U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments.

Method

Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy–speed were also obtained. The narrative and expository samples were scored using 5–6 separate analytic measures and 6 separate traits on the STWR.

Results

On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only.

Discussion

Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples.

Metalinguistics, Stress Accuracy, and Word Reading: Does Dialect Matter? [Research Article]

Jarmulowicz, L., Taran, V. L., Seek, J. — 2012-10-09T09:45:16-07:00

Purpose

The authors examined the influence of demographic variables on nonmainstream American English (NMAE) use; the differences between NMAE speakers and mainstream American English (MAE) speakers on measures of metalinguistics, single-word reading, and a new measure of morphophonology; and the differences between the 2 groups in the relationships among the measures.

Method

Participants were typically developing 3rd graders from Memphis, TN, including 21 MAE and 21 NMAE speakers. Children received a battery of tests measuring phonological and morphological awareness (PA and MA), morphophonology (i.e., accurately produced lexical stress in derived words), decoding, and word identification (WID).

Results

Controlling for socioeconomic status, measures of PA, decoding, and WID were higher for MAE than for NMAE speakers. There was no difference in stress accuracy between the dialect groups. Only for the NMAE group were PA and MA significantly related to decoding and WID. Stress accuracy was correlated with word reading for the NMAE speakers and with all measures for the MAE speakers.

Conclusion

Stress accuracy was consistently related to reading measures, even when PA and MA were not. Morphophonology involving suprasegmental factors may be an area of convergence between language varieties because of its consistent relationship to word reading.

Computer-Based and Paper-Based Reading Comprehension in Adolescents With Typical Language Development and Language-Learning Disabilities [Research Article]

Srivastava, P., Gray, S. — 2012-10-09T09:45:16-07:00

Purpose

With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD).

Method

Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions.

Results

The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition.

Conclusion

Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition.

Progress in Understanding Adolescent Language Disorders [Language and Communication Disorders in Adolescents]

Joffe, V. L., Nippold, M. A. — 2012-10-09T09:45:16-07:00

Purpose

This prologue introduces a clinical forum on adolescent language disorders, a topic that has long been of interest to school-based speech-language pathologists/therapists.

Method

A rationale for the clinical forum is provided, and the content is contrasted with a previous forum on the same topic that was published nearly 20 years ago. Implications and directions for future research and practice in adolescent language disorders are discussed.

Conclusions

Considerable progress has occurred in our understanding of the nature, assessment, and treatment of language and communication disorders in adolescents and young adults. Yet we continue to need to build the evidence base on the most effective and efficient ways of enhancing the spoken and written language skills of young people with language and communication disorders in academic, social, emotional, and vocational domains.

Longitudinal Patterns of Behavioral, Emotional, and Social Difficulties and Self-Concepts in Adolescents With a History of Specific Language Impairment [Language and Communication Disorders in Adolescents]

Lindsay, G., Dockrell, J. E. — 2012-10-09T09:45:16-07:00

Purpose

This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment (SLI). We investigated whether earlier behavioral, emotional, and social difficulties (BESD); self-concepts; and language and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years.

Method

In this prospective longitudinal study, 65 students were followed up with teacher behavior ratings and individual assessments of language, literacy, and self-concepts at 8, 10, 12, 16, and 17 years.

Results

The students had consistently higher levels than norms of 5 domains of BESD, which had different trajectories over time, and poorer scholastic competence, whose trajectory also varied over time. Earlier language ability did not predict later behavioral difficulties or self-concepts, but the prediction of academic self-concept at 16 by literacy at 10 years approached significance.

Conclusions

The importance of distinguishing domains of behavioral difficulties and self-concept is demonstrated. Language, when measured at 8 or 10 years of age, was not a predictor of behavior or self-concepts at 16 years, or of self-concepts at 17 years. The study stresses the importance of practitioners addressing academic abilities and different social–behavioral domains in delivering support for adolescents with SLI.

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents [Language and Communication Disorders in Adolescents]

Joffe, V. L., Black, E. — 2012-10-09T09:45:16-07:00

Purpose

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers.

Method

The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire.

Results

Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers.

Conclusion

Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: A Randomized Controlled Trial [Language and Communication Disorders in Adolescents]

Starling, J., Munro, N., Togher, L., Arciuli, J. — 2012-10-09T09:45:16-07:00

Purpose

This study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the language abilities of students with language impairment (LI) were evaluated.

Method

Two secondary schools were randomly assigned to either a trained or a control condition. A cohort of 13 teachers (7 trained and 6 control) and 43 Year 8 students with LI (21 trained and 22 control) were tested at pre, post, and follow-up times—teachers by structured interview and students by standardized spoken and written language assessments.

Results

Significantly increased use of the language modification techniques by the trained teachers was observed when compared to the control group of untrained teachers, with this increased use maintained over time. Results from the trained group of students showed a significant improvement in written expression and listening comprehension relative to the control group of students.

Conclusion

This randomized controlled trial is one of the first investigations to evaluate a collaborative intervention that links changes in mainstream secondary teachers' instructional language practices with improvements in the language abilities of adolescents with LI.

Oral Language Competence, Young Speakers, and the Law [Language and Communication Disorders in Adolescents]

Snow, P. C., Powell, M. B., Sanger, D. D. — 2012-10-09T09:45:16-07:00

Purpose

This paper highlights the forensic implications of language impairment in 2 key (and overlapping) groups of young people: identified victims of maltreatment (abuse and/or neglect) and young offenders.

Method

Two lines of research pertaining to oral language competence and young people's interface with the law are considered: 1 regarding investigative interviewing with children as victims or witnesses in the context of serious allegations of sexual abuse, and the other pertaining to adolescent offenders as suspects, witnesses, or victims. The linguistic demands that forensic interviewing places on these young people are also considered. Literature concerning the impact of early maltreatment on early language acquisition is briefly reviewed, as is the role of theory of mind in relation to the requirements of investigative interviewing of children and adolescents.

Implications

High-risk young people (i.e., those who are subject to child protection orders because of suspected or confirmed maltreatment, and those who are engaged with the youth justice system) face an elevated risk for suboptimal language development but may need to draw on their language skills in high-stakes forensic interviews. Implications for early intervention policy and practice are identified, and the need for greater speech-language pathology advocacy and engagement in forensic interviewing research is emphasized.

Postschool Educational and Employment Experiences of Young People With Specific Language Impairment [Language and Communication Disorders in Adolescents]

Conti-Ramsden, G., Durkin, K. — 2012-10-09T09:45:16-07:00

Purpose

This study examined the postschool educational and employment experiences of young people with and without specific language impairment (SLI).

Method

Nineteen-year-olds with (n = 50) and without (n = 50) SLI were interviewed on their education and employment experiences since finishing compulsory secondary education.

Results

On average, young people with SLI were less successful than their peers without SLI, but they did attain some achievements. Young people with SLI obtained ~2, mostly vocational qualifications in the first few years post school. Young people continuing in education at 19 years were most commonly in lower level educational placements than their typically developing (TD) peers. Performance IQ and language/literacy skills were the strongest predictors of educational experience level at this age. Young people with SLI truant less and report feeling more supported than TD peers. In terms of employment, similar proportions of young people with and without SLI had jobs. A larger proportion of young people with SLI, however, were not in education, employment, or training at 19 years of age.

Conclusion

In the immediate postschool years, young people with SLI fare less well in education and employment than their TD peers.

Developmental Communication Impairments in Adults: Outcomes and Life Experiences of Adults and Their Parents [Language and Communication Disorders in Adolescents]

Clegg, J., Ansorge, L., Stackhouse, J., Donlan, C. — 2012-10-09T09:45:16-07:00

Purpose

This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments.

Method

Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of 15 of the ex-pupils.

Results

Seven key themes were identified from the data, including (a) lack of appropriate support and the impact of this in early childhood, (b) advantages and disadvantages of specialist educational provision compared to mainstream and other provision, (c) changing impact of developmental communication impairments over time, (d) challenging transition away from specialist educational provision, (e) absence of appropriate support for adults with developmental communication impairments, (f) persisting impact of developmental communication impairments on social and emotional functioning in adult life, and (g) differences in perspective between the adult ex-pupils and their parents.

Conclusion

Across the adult ex-pupils and their parents, the perceived reported benefits of early intervention, parental support, specialist educational provision, and guidance at times of transitions should inform current service provision for this vulnerable group of individuals and their families.

Stuttering in School-Age Children: A Comprehensive Approach to Treatment [Letter to the Editor]

Yaruss, J. S., Coleman, C. E., Quesal, R. W. — 2012-10-09T09:45:16-07:00

Purpose

This letter, prepared through a close collaboration between the authors and more than 100 colleagues, responds to a paper by the editor of Language, Speech, and Hearing Services in Schools that highlighted the need for research on treatment for stuttering in school-age children.

Method

Our response addresses 3 themes: First, we offer agreement with the editor's call for research because more evidence about treatment for children who stutter is certainly needed. Second, we provide an overview of recent literature, demonstrating that the majority of current treatments include strategies for helping children improve speech fluency in addition to helping them increase acceptance of their stuttering and diminish the negative consequences of the disorder. Third, we present several strategies designed to help clinicians respond to the individual needs of children who stutter in a data-based, comprehensive manner that focuses on minimizing the adverse impact of stuttering on children's educational endeavors, and on their lives as a whole.

Conclusion

Much has been learned about the factors that contribute to the successful treatment of stuttering in school-age children, and evidence will continue to accumulate. Meanwhile, speech-language pathologists can help children increase their fluency while simultaneously minimizing the adverse impact of their speaking difficulties and helping them improve their overall communication.

When a School-Age Child Stutters, Let's Focus on the Primary Problem [Letter to the Editor]

Nippold, M. A. — 2012-10-09T09:45:16-07:00

Purpose

In this reply to Yaruss, Coleman, and Quesal (2012), I explain why it is reasonable for speech-language pathologists to focus their attention on helping school-age children who stutter (CWS) achieve natural-sounding fluent speech. I also emphasize the necessity for clinical researchers to conduct high-quality treatment efficacy studies of school-age CWS.

Erratum [correction]

Gillam, S. L., Gillam, R. B., Reece, K. — 2012-10-09T09:45:16-07:00