Pedagogical Approaches to Cultural and Linguistic Diversity in Communication Sciences and Disorders Programs: A Nationwide Survey.

Purpose: This study investigates how instructors in communication sciences and disorders (CSD) programs teach about cultural and linguistic diversity (CLD) in general-content courses as well as those dedicated to CLD content with the goal of identifying ways of improving training of preservice clinicians to provide culturally responsive service delivery.

Method: A survey was sent to 4,192 instructors in CSD programs at 295 institutions in the United States and Puerto Rico, of which 565 responded. The survey contained choice response questions and open-ended questions.

Varying Syntax to Enhance Verb-Focused Intervention for 30-Month-Olds With Language Delay: A Concurrent Multiple Baseline Design.

Purpose: The purpose of this study is to determine if 2.5-year-olds with language delay would learn verbs () when presented with varying syntactic structure ("The woman is spilling the milk"/"The milk is spilling"; = patient or theme) in a therapeutic context. Children with language delay have proportionally small inventories of verbs, which limits expressive language development.

The Role of Spontaneous Repetitions During Treatment of Morphosyntactic Forms for Children With Developmental Language Disorder.

Purpose Children with developmental language disorder sometimes spontaneously repeat clinician models of morphemes targeted for treatment. We examine how spontaneous repeating of clinician models in the form of recasts associates with improved child production of those emerging morphemes. Method Forty-seven preschool children with developmental language disorder participated in Enhanced Conversational Recast therapy and were monitored for spontaneous repetitions of morphemes modeled by the clinician through conversational recasting.

"When will it be over?" U.S. children's questions and parents' responses about the COVID-19 pandemic.

Parent-child conversations are important for children's cognitive development, children's ability to cope with stressful events, and can shape children's beliefs about the causes of illness. In the context of a global pandemic, families have faced a multitude of challenges, including changes to their routines, that they need to convey to their children. Thus, parent-child conversations about the coronavirus pandemic might convey information about the causes of illness, but also about how and why it is necessary for children to modify their behaviors to comply with new social norms and medical guidance.

Effective Use of Auditory Bombardment as a Therapy Adjunct for Children With Developmental Language Disorders.

Purpose: Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment.

Method: Twenty-eight children with developmental language disorder participated in daily conversational recast treatment for morpheme errors.

Cross-situational statistically based word learning intervention for late-talking toddlers.

Purpose: To explore the efficacy of a word learning intervention for late-talking toddlers that is based on principles of cross-situational statistical learning.

Methods: Four late-talking toddlers were individually provided with 7-10 weeks of bi-weekly word learning intervention that incorporated principles of cross-situational statistical learning. Treatment was input-based meaning that, aside from initial probes, children were not asked to produce any language during the sessions.