Representation of the ICF in research of speech intelligibility: A systematic review of literature describing deaf and hard-of-hearing children.

Purpose: The purpose of this review was to map speech intelligibility measures used for assessing d/Deaf and hard-of-hearing children onto the International Classification of Functioning, Disability and Health.

Method: This review considered perceptual speech intelligibility measures (Articulation functions b320) used to assess deaf and hard-of-hearing children aged 12 years and younger. The following electronic databases were searched: CINAHL; ERIC (ProQuest); Linguistic, Language, and Behaviour Abstracts; Scopus; Medline via PubMed; CENTRAL via Ovid; Cochrane via Ovid; and Joanna Briggs via Ovid.

Measuring speech intelligibility with deaf and hard-of-hearing children: A systematic review.

There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods. A systematic database search was conducted of CENTRAL; CINAHL; Cochrane; ERIC; Joanna Briggs; Linguistics, Language and Behavior Abstracts; Medline; Scopus; and Web of Science databases, as well as supplemental searches.

Speech-Language Pathologists' Preparation, Practices, and Perspectives on Serving Indigenous Families and Children.

Purpose: With the documented educational inequities that Indigenous children experience evidenced by disproportionate representation in special education and lower graduation rates, there is a need to better understand the backgrounds, training, professional perspectives, and clinical practices of speech-language pathologists (SLPs) serving this population. Therefore, the purpose of this study was to conduct a survey with SLPs from the Mountain West and High Plains region of the United States who serve Indigenous children to understand current patterns and to inform practices that SLPs can apply in addressing educational inequities.

Method: SLPs from the Mountain West and High Plains completed an online survey that gathered information about background, training, professional perspectives, and clinical practices.

Language and Literacy Strategies for Indigenous Children: A Scoping Review.

The purpose of this scoping review was to describe the existent research on language and literacy strategies for Indigenous children and to establish the strength of strategies described. A scoping review was conducted to locate existent studies that described language and literacy interventions used with Indigenous children. The following electronic databases were searched: PsycINFO, ERIC, CINAHL Complete, Academic Search Premier, Education Source, and ASHAWire.

Native American Caregiver-Child Shared Book Reading Interactions: A Descriptive Study and Integrative Review.

Purpose: This study included two parts: a descriptive study followed by an integrative review. The purpose of the study was to converge finding from the descriptive study and summarize relevant findings from existent literature to identify potential culturally responsive early language and literacy intervention strategies for Native American caregivers and their children.

Method: This study included a nonexperimental descriptive design and integrative review.

Early Literacy Strategies for Parents of Young Dual Language Learners: A Descriptive Study and Integrative Review.

There is a large and growing population of dual language learners (DLLs) represented in early intervention programs in the United States, the majority of which are from Spanish-speaking families. In order to adequately serve these families, educators and speech-language pathologists must work closely with parents and provide them with strategies and activities that align with their language background and interaction styles. The purpose of this convergent parallel mixed methods study was to identify culturally consistent early literacy strategies specifically for parents of two- to three-year-old DLLs.

A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties.

Purpose There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes. Method This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892).

Admissions Type and Cultural Competency in Graduate Speech-Language Pathology Curricula: A National Survey Study.

Purpose This research describes the results of survey questions designed to establish how cultural competency is taught in graduate speech-language pathology programs with a view on how to increase cultural competency in practicing professionals. Method One hundred ten department chairs or designees of university programs with graduate speech-language pathology programs participated in this study. Participants were asked questions to better understand how programs included cultural competency content for teaching purposes in program curricula.

Professionals' Perspectives on Supporting Deaf Multilingual Learners and Their Families.

Parents frequently report that advice from professionals is important in making decisions about how their child with hearing loss will communicate. Little is currently known about how professionals support parents raising children with hearing loss in spoken language multilingual environments, children who are described as d/Deaf multilingual learners (DMLs). The purpose of this phenomenological study was to gain insight into professionals' perspectives and experiences working with such families, particularly in relation to supporting parents in decision-making about multilingualism and language choice.

Working Memory and Linguistic Performance of Dual Language Learners With and Without Developmental Language Disorders.

Purpose This research note describes the use of working memory measures as potential indicators of developmental language disorders (DLD) in preschool-age dual language learners from Spanish-speaking backgrounds. This report is an extension of early work, completed by the same authors that described the diagnostic accuracy of a Spanish nonword repetition task. Method One hundred thirty Spanish-speaking families with preschool-age children participated; 37 children had DLD, and 93 were typically developing.

Introduction to the Forum: Innovations in Clinical Practice for Dual Language Learners, Part 2.

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Early Language Interventions for Young Dual Language Learners: A Scoping Review.

Purpose The aim of this article was to provide a systematic scoping review of the literature describing early language interventions for young children who are dual language learners, including children with early language deficits. Method The search conducted yielded a total of 27 sources describing 70 language strategies or procedures for dual language learners from 9 months of age to 3 years 11 months of age. The majority of sources were recommended practices (n = 12) followed by descriptive studies (n = 7).

Evidence-Based Interventions for Learners Who Are Deaf and/or Multilingual: A Systematic Quality Review.

Purpose Many educators and speech-language pathologists have difficulty providing effective interventions to the growing population of d/Deaf and hard-of-hearing (DHH) learners who use more than 1 language. The purpose of this review article was to identify evidence-based interventions for speech, language, and literacy used with DHH multilingual learners (DMLs), monolingual DHH learners, and hearing bilingual learners without hearing loss. Interventions used with these groups can inform the practice of professionals providing services to DMLs.

A Preliminary Study of a Spanish Graphic Novella Targeting Hearing Loss Prevention.

Purpose: This preliminary study developed a digital graphic novella targeting hearing protection beliefs of Spanish-speaking agricultural workers. Researchers used pretest-posttest interview surveys to establish if the novella had an immediate influence on the participants' beliefs about noise-induced hearing loss and usage of hearing protection devices.

Method: Researchers developed a digital graphic novella directed to increase knowledge about noise-induced hearing loss and increase the proper use of hearing protection devices.

Telehealth Measures Screening for Developmental Language Disorders in Spanish-Speaking Toddlers.

Background: This is the second of two studies that described the use of telehealth language screening measures for use with young Spanish-speaking children.

Introduction: The purpose of this study was to describe the classification accuracy of individual telehealth language screening measures as well as the accuracy of combinations of measures used with Spanish-speaking toddler-age children from rural and underserved areas of the country.

Materials And Methods: This study applied an asynchronous hybrid telehealth approach that implemented parent-structured play activities with a standard set of stimuli, and interaction with a My First Words e-book.

Nonword Repetition in Spanish-Speaking Toddlers with and without Early Language Delays.

Background/aims: Nonword repetition (NWR) studies with English-speaking toddlers indicate favorable diagnostic accuracy for identifying early language delays and strong associations with early vocabulary. While scarce, studies of Spanish NWR have revealed strong diagnostic accuracy with preschool- and school-age children. This study aimed to (1) establish the association between Spanish NWR and early linguistic measures, (2) compare the Spanish NWR skills of typical Spanish-speaking toddlers and those of toddlers with early language delays (ELD), and (3) establish the diagnostic accuracy of a Spanish NWR task.

Accuracy of Telehealth-Administered Measures to Screen Language in Spanish-Speaking Preschoolers.

Introduction: There is a critical need for telehealth language screening measures for use with Spanish-speaking children because of the shortage of bilingual providers and the current lack of psychometrically sound measures that can be administered via telehealth. The purpose of the current study was to describe the classification accuracy of individual telehealth language screening measures as well as the accuracy of combinations of measures used with Spanish-speaking preschoolers from rural and underserved areas of the country.

Materials And Methods: This study applied a hybrid telehealth approach that implemented synchronous videoconferencing, videocasting, and traditional pen and paper measures.

Rasch analysis of a Spanish language-screening parent survey.

The purpose of this study was to evaluate and refine items from a parent survey designed to screen the language skills of Spanish-speaking preschoolers. This investigation applied Rasch modeling to systematically evaluate and identify items that demonstrated favorable qualities. A set of 124 parent survey items was administered to 107 Spanish-speaking parents of preschool age children.

Bilingual skills of deaf/hard of hearing children from Spain.

Background/aims: This study described the first language (L1) and second language (L2) skills of a group of Spanish deaf/hard of hearing (DHH) children who were bilingual.

Methods: Participants included parents of 51 DHH children from Spain. Parents completed an electronic survey that included questions on background, details on child's hearing loss, and bilingual status and L2 exposure.

Survey of Spanish parents of children who are deaf or hard of hearing: decision-making factors associated with communication modality and bilingualism.

Purpose: The purpose of the present study was (a) to describe factors and trends associated with Spanish parents’ choice of communication modality and spoken language bilingualism for children who are deaf or hard of hearing (DHH) and (b) to identify if bilingual variables predict children’s bilingual status in a country where bilingualism is common.

Method: Seventy-one Spanish parents of children who are DHH completed an online survey that included questions about demographics, family and professional involvement and support, accessibility to information and services, and bilingual background and beliefs. Analyses were completed to describe groups and to examine how variables were associated with parents’ decisions.

Classification accuracy of nonword repetition when used with preschool-age Spanish-speaking children.

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.

Classification accuracy of brief parent report measures of language development in Spanish-speaking toddlers.

Purpose: The purpose of the current study was to examine the concurrent validity and classification accuracy of 3 parent report measures of language development in Spanish-speaking toddlers.

Method: Forty-five Spanish-speaking parents and their 2-year-old children participated. Twenty-three children had expressive language delays (ELDs) as determined through multiple sources of information, and 22 had typical language development (TD).

Measurement properties and classification accuracy of two spanish parent surveys of language development for preschool-age children.

Purpose: To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a).

Method: Forty-eight Spanish-speaking parents of preschool-age children participated. Twenty-two children had expressive language delays, and 26 had typical language development.