Publications by authors named "Claire M Selin"
Teacher Educational Decision Making for Children With Specific Language Impairment.
Am J Speech Lang Pathol
May 2022
Purpose: Children with specific language impairment (SLI) are underidentified, despite a robust literature on their language abilities and a clinical grammar marker. Adlof and Hogan (2019) call for school systems to assess oral language and provide supports through response to intervention (RTI), with the aim of identifying and supporting children with SLI and other language impairments. However, it is unknown how teachers make educational decisions for children with SLI.
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- Research shows that work settings (like schools vs. healthcare) impact how clinical services for specific language impairments (SLI) are provided, affecting advocacy and eligibility for services.
- A survey of speech-language pathologists revealed that healthcare-based practitioners have fewer eligibility restrictions and more flexible criteria than their school-based counterparts.
- Differences in work settings contribute to the underidentification of individuals with SLI, highlighting the need for targeted advocacy tailored to the specific challenges faced in each setting.
Speech-Language Pathologists' Clinical Decision Making for Children With Specific Language Impairment.
Lang Speech Hear Serv Sch
April 2019
Purpose The speech-language pathologist's (SLP's) role for the specific language impairment (SLI) population is to provide specialized intervention targeting underlying deficits. However, children with SLI are often underrepresented on caseloads despite a high prevalence of the disorder and known long-term impacts. This study explored how SLPs use research to inform clinical decision making for SLI under neutral workplace circumstances.
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