Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.

Purpose: Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices.

School-Based Speech-Language Pathologists' Engagement With Evidence-Based Practice: An Update With Implications for Implementation Research.

Purpose: We replicated a prior survey study (Hoffman et al., 2013) to document current evidence-based practice (EBP) patterns as reported by school-based speech-language pathologists (SLPs) during the 2021-2022 school year.

Method: Via an online survey, SLPs reported their training experiences and needs, workplace resources, and frequency of engagement in EBP activities.

Like, Comment, and Share: Speech-Language Pathologists' Use of Social Media for Clinical Decision Making.

Many social media sites are dedicated for speech-language pathologists (SLPs); however, the extent to which SLPs utilize them in clinical decision making and evidence-based practice (EBP) is not well understood. The purpose of this study was to explore SLPs' use of traditional and modern resources, including social media, within clinical decision making for assessment and intervention practices. Using a stratified random sampling approach, we invited school-based SLPs in Florida and Ohio and on pediatric-focused, SLP Facebook sites to complete an online survey.

An examination of 3rd and 5th grade students' use of dialect specific forms during a written editing task.

Purpose: The goal of the current study was to examine the role of variety and frequency of dialectal features in relation to General American English (GAE) editing ability. This study focused on speakers of dialect-specific forms and their ability to edit to GAE. To gain insight into this relation, the following research questions were posed: (1).

School-Based Speech-Language Pathologists' Stress and Burnout: A Cross-Sectional Survey at the Height of the COVID-19 Pandemic.

Purpose: Low retention of school-based speech-language pathologists (SLPs) is a growing problem that can have drastic consequences at the school and student levels. Factors contributing to this shortage include features of the work environment, role ambiguity, low salaries, and a demanding workload with higher caseloads, which can result in limited time for paperwork and lesson planning for optimal service delivery models. The purpose of this study was to determine the current levels and predictors of occupational stress and burnout SLPs are experiencing in the school setting.

Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists.

Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools.

Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States.

A Comparison of the Prevalence Rates of Language Impairment Before and After Response-to-Intervention Implementation.

Purpose This research note presents a secondary data analysis of language impairment (LI) prevalence rates of children in public schools before and after a statewide mandate for response-to-intervention (RTI) implementation. Method Statewide and district-level LI prevalence rates were compared across 10 school years. Prevalence data from 67 school districts located in 1 state in the United States are reported as the proportion of the general student population (students ages 3-21 years) who were identified with a primary disability of LI.

Adolescents' production of complex syntax in spoken and written expository and persuasive genres.

Analysing spoken and written language samples across different genres provides speech-language pathologists (SLPs) and educators with information about adolescents' production of complex syntax, an important socially and academically related language skill. However, researchers report that production of complex syntax is affected by genre and modality. Although the narrative and expository genres elicit a greater amount of complex syntax than conversational discourse, it is unknown whether differences in production of complex syntax exist between the persuasive and expository genres.

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

Purpose: As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development.

Method: Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels.

Evidence-based speech-language pathology practices in schools: findings from a national survey.

Purpose: This study documented evidence-based practice (EBP) patterns as reported by speech-language pathologists (SLPs) employed in public schools during 2010-2011.

Method: Using an online survey, practioners reported their EBP training experiences, resources available in their workplaces, and the frequency with which they engage in specific EBP activities, as well as their resource needs and future training format preferences.

Results: A total of 2,762 SLPs in 28 states participated in the online survey, 85% of whom reported holding the Certificate of Clinical Competence in Speech-Language Pathology credential.