Social media use by young people with language disorders: a scoping review.

Purpose: Social media are widely used by young people (YP), but how YP with language disorders use social media for social interaction remains insufficiently studied. This article provides an overview of the research on social media use by YP with language disorders.

Materials And Methods: A scoping review was conducted, guided by a five-stage framework.

Do speech-language therapists support young people with communication disability to use social media? A mixed methods study of professional practices.

Background: Social media is increasingly used by young people, including those with communication disability. To date, though, little is known about how speech-language therapists (SLTs) support the social media use of young people with communication disability.

Aims: To explore what services SLTs provide to facilitate the social media use of young people with communication disability, including what these services look like, and the factors that impact SLTs' professional practices.

Clinical practices of speech-language pathologists working with 12- to 16-year olds in Australia.

The current landscape of speech-language pathology (SLP) services for 12- to 16-year olds in Australia remains largely unchartered. Implementing the Speech Pathology 2030 vision necessitates mapping current services, and gaps in services, provided by speech-language pathologists (SLPs). However, the last survey of Australian SLPs' practices with young people was conducted in 2005.

Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: a randomized controlled trial.

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.