Individual Predictors of Language Treatment Response in Children With Developmental Language Disorder: A Systematic Review.

Purpose: Treatment response is the degree to which an individual benefits from a treatment. This systematic review sought to identify and synthesize research evidence regarding individual characteristics that predict language treatment response among children with developmental language disorder (DLD).

Method: To be eligible for inclusion, articles needed to report results of an oral language treatment program in a group of children aged 4-10 years with identified DLD and also include a quantitative analysis of the relation between one or more pretreatment child characteristics and the outcome of language treatment.

Perceptions of Racism Among Graduate Students of Color in Audiology and Speech-Language Pathology.

Purpose: Audiology (AUD) and speech-language pathology (SLP) are White-dominated fields that operate within racist systems. Systemic racism has profoundly negative impacts on students and professionals who identify as Black, Indigenous, and people of color (BIPOC). This study explored the perceptions and experiences of systemic racism in BIPOC AUD and SLP graduate students as a means to promote antiracism efforts in the fields.

Perceptions of Racism and White Privilege Among White Graduate Students in Audiology and Speech-Language Pathology.

Purpose: In the White-dominated fields of audiology and speech-language pathology, graduate students should demonstrate awareness of racism and racial privilege to begin developing cultural humility. A 2013 survey of graduate students in audiology and speech-language pathology indicated that White students demonstrated minimal awareness of White privilege (Ebert, 2013). This study builds on Ebert (2013) by investigating changes in White students' perceptions of White privilege over time and by adding characterization of their perceptions of systemic racism.

What predicts individual response to language treatment in bilingual children with developmental language disorder?

Purpose: For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively.

Methods: This study is a retrospective analysis of data from Ebert et al.

Measuring children's sustained selective attention and working memory: validity of new minimally linguistic tasks.

This study introduces visual tasks using nonlinguistic stimuli that measure sustained selective attention (SSA) and working memory (WM), two constructs foundational to learning and associated with developmental disorders in children. Using an argument-based approach to validation, we examine whether each task (a) measures distinct constructs, (b) shows internal consistency, (c) captures a range of performance, and (d) relates to development as indexed by age. Participants included 71 children, ages 4-10, of whom 12 had parental concern for language/learning.

Predictors of language proficiency in school-age Spanish-English bilingual children with and without developmental language disorder.

Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish-English bilingual children with DLD and a group of typically-developing peers. Within each group, current usage in the home, length of L2 exposure, gender, maternal education, analytical reasoning, and number of L1 conversational partners were used to predict proficiency in each language.

Revisiting the Influences of Bilingualism and Developmental Language Disorder on Children's Nonverbal Processing Speed.

Purpose This study examined the influences of bilingualism and developmental language disorder (DLD) on nonverbal processing speed. DLD is associated with slower processing speed, but the extent to which slowing extends to bilingual populations is not established. The possible presence of bilingual cognitive effects could also lead to faster processing speed among bilingual children.

Diagnostic Accuracy of Sentence Repetition and Nonword Repetition for Developmental Language Disorder in Vietnamese.

Purpose Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language.

Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder.

Purpose Accurate identification of developmental language disorder (DLD) remains challenging, particularly for children who speak different dialects, languages, or more than 1 language. Children with DLD, on average, have shown subtle deficits on nonlinguistic cognitive processing tasks, and performance on such tasks may be minimally influenced by language experience. This study explores whether nonlinguistic cognitive processing tasks can contribute to the identification of DLD in children from diverse linguistic backgrounds.

Attention in Bilingual Children With Developmental Language Disorder.

Purpose Attention and language are hypothesized to interact in bilingual children and in children with developmental language disorder (DLD). In children who are bilingual, attentional control may be enhanced by repeated experience regulating 2 languages. In children with DLD, subtle weaknesses in sustained attention may relate to impaired language processing.

Nonword repetition stimuli for Vietnamese-speaking children.

Nonword repetition (NWR) has been a widely used measure of language-learning ability in children with and without language disorders. Although NWR tasks have been created for a variety of languages, minimal attention has been given to Asian tonal languages. This study introduces a new set of NWR stimuli for Vietnamese.

Parent perspectives on the clinician-client relationship in speech-language treatment for children.

Few studies have explored clinician-client relationships in speech-language treatment for children, although evidence indicates that these relationships may be important. Parents play a unique role in clinician-client relationships and their views have yet to be considered in the speech-language pathology literature. This study explored parents' perspectives on the clinician-client relationship in speech-language treatment for children using both quantitative and qualitative information.

Convergence between parent report and direct assessment of language and attention in culturally and linguistically diverse children.

Parent report is commonly used to assess language and attention in children for research and clinical purposes. It is therefore important to understand the convergent validity of parent-report tools in comparison to direct assessments of language and attention. In particular, cultural and linguistic background may influence this convergence.

Measuring Clinician-Client Relationships in Speech-Language Treatment for School-Age Children.

Purpose: Clinician-client relationships may influence treatment success in speech-language pathology, but there are no established tools for measuring these relationships. This study describes the development and application of a set of scales for assessing clinician-client relationships in children's speech-language treatment.

Method: Twenty-two triads of participants completed a longitudinal study.

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment.

Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population-school-age bilingual speakers with primary language impairment-and considers the clinical implications for bilingual assessment.

Method: Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish.

Bringing the Simple View of Reading to the clinic: Relationships between oral and written language skills in a clinical sample.

Purpose: The Simple View of Reading (SVR) predicts subtypes of reading disorder based on weaknesses in word recognition, listening comprehension, or both. This practice-based research study explores predictions of the SVR within a clinical practice setting.

Method: The study is a retrospective analysis of 112 assessment records from school-aged children (aged 6.

Narrative quality measures in school-age children referred for language assessment.

Purpose: Measures of narrative quality hold promise for clinical language assessment. However, more information is needed on the validity of such measures within clinical populations. This study examined aspects of validity for two clinically-available narrative quality measures, the Narrative Scoring Scheme and a holistic scoring method, within a diverse group of children referred for speech-language assessment.

A longitudinal analysis of sentence interpretation in bilingual children.

This longitudinal study used sentence interpretation tasks to consider growth in language processing among school-aged children learning Vietnamese and English. Thirty-two children participated yearly over three time points. Children were asked to identify the agent of sentences that manipulated linguistic cues relevant to Vietnamese (animacy) and English (word order).

Lexical profiles of bilingual children with primary language impairment.

This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition).

Bilingual children with primary language impairment: 3 months after treatment.

Background: Evidence on the treatment effectiveness for bilingual children with primary language impairment (PLI) is needed to advance both theory and clinical practice. Of key interest is whether treatment effects are maintained following the completion of short-term intense treatments.

Aims: To investigate change in select language and cognitive skills in Spanish-English bilingual children with PLI 3 months after children have completed one of three experimental treatment conditions.

Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children.

Purpose: Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment.

Method: The study is a retrospective analysis of clinical records from 73 school-age children.

Role of auditory non-verbal working memory in sentence repetition for bilingual children with primary language impairment.

Background: Sentence repetition performance is attracting increasing interest as a valuable clinical marker for primary (or specific) language impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but non-verbal memory has not yet been considered.

Aims: To explore the relationship between a measure of non-verbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI.

Three treatments for bilingual children with primary language impairment: examining cross-linguistic and cross-domain effects.

Purpose: This study examines the absolute and relative effects of 3 different treatment programs for school-age bilingual children with primary or specific language impairment (PLI). It serves to expand the evidence base on which service providers can base treatment decisions. It also explores hypothesized relations between languages and cognition in bilinguals with PLI.

Nonlinguistic cognitive treatment for bilingual children with primary language impairment.

Substantial evidence points to the presence of subtle weaknesses in the nonlinguistic cognitive processing skills of children with primary (or specific) language impairment (PLI). It is possible that these weaknesses contribute to the language learning difficulties that characterize PLI, and that treating them can improve language skills. To test this premise, we treated two nonlinguistic cognitive processing skills, processing speed and sustained selective attention, in two Spanish-English bilingual children with PLI.