Effect of Phonological Awareness-Focused Interventions on Phonological Errors and Phonemic Awareness in Young School-Age Children.

This study aimed to explore the effects of an integrated phonological awareness intervention on phonological errors and phonemic awareness among young school-age children. Three children with at least one phonological error pattern and below-average phonological awareness skills participated in a non-concurrent multiple baseline single-subject design across participants' investigation. The integrated phonological awareness intervention consisted of completing blending and segmenting activities using 20 trained words, with a dose of 70 to 100 productions of the targeted phonological error pattern for 10, 30-minute sessions.

Phonological processing skills in children with speech sound disorder: A multiple case study approach.

Background: Children with speech sound disorder (SSD) are at increased risk of reading difficulties due to poor phonological processing skills. However, the extent to which children with SSD demonstrate weaknesses on specific or all phonological processing tasks is not well understood.

Aims: To examine the phonological processing abilities of a clinically identified sample of children with SSD, with and without reading difficulties.

Introduction: Innovations in Treatment for Children With Speech Sound Disorders.

Purpose: There is a clear need for effective and efficient interventions for children with speech sound disorder (SSD) that can be implemented in both clinical and school-based settings.

Method: This forum was created for any clinician who treats SSDs. We asked the invited authors to include immediately actionable information, such as therapy activities, tips for goal writing or progress monitoring, assessment processes, and frameworks for conversations with parents.

Peer Effects in Language Therapy for Preschoolers With Developmental Language Disorder: A Pilot Study.

Purpose: The purpose of this pilot study was to determine the impact of including peers with typically developing language (TDL) in language intervention sessions for preschool children with diagnosed developmental language disorder (DLD).

Method: To measure peer effects, participants received 8 weeks of group language intervention in their neighborhood head start. Twenty children with DLD were randomly assigned to one of two conditions.

Using the Experience Sampling Method to Examine the Details of Dosage in School-Based Speech Sound Therapy.

Purpose: The purpose of this project was to collect practice-based evidence regarding dosage in speech sound therapy sessions in school-based settings. Dosage is the number of trials within a therapy session for any one particular child. School-based speech-language pathologists (SLPs) face a variety of obstacles to service delivery, often making the implementation of evidence-based practices difficult.

Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children With Language Impairment.

Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best.

Method: The current study utilized a sample of 20 young children with LI to determine the feasibility of procedures necessary for conducting vocabulary assessments via telepractice platforms and the reliability of scoring participant responses using standardized assessments.

Change in School-Based Speech-Language Pathologists' Job Satisfaction During COVID-19 School Closures: Applying the Conservation of Resources Theory.

Purpose: The purpose of this investigation was to explore how school-based speech-language pathologists' (SLPs') job satisfaction changed because of the COVID-19 global pandemic. We situated job satisfaction within the Conservation Resources (COR) theory.

Method: We distributed a web-based survey to school-based SLPs throughout the United States.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors.

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being "at risk" for reading difficulties if standardized scores on a word decoding measure were 1 or more from the mean.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies.

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey.

Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors.

Purpose The purpose of this study was to explore the extent to which child- and therapy-level factors contribute to gains in speech sound production accuracy for children with speech sound disorders in receipt of school-based services. Method Data were obtained from 126 kindergarten and first- and second-grade children currently in receipt of speech therapy services in their public school setting. Pretest and posttest measures of spontaneous speech production and language ability were collected at the beginning and end of one academic year.

Describing How School-Based SLPs Determine Eligibility for Children with Speech Sound Disorders.

The purpose of this study was to explore how school-based speech-language pathologists (SLPs) determine eligibility for children with speech sound disorders (SSDs). Presently, there is substantial variability nationwide with respect to if or how children with SSDs receive speech therapy in public schools. We report the results of a nation-wide survey of school-based SLPs, which further underscore this variability.

Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis.

This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention.

Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment.

This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive.

Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis.

Growing evidence suggests that early symptoms of inattentiveness may affect the language development and academic success of young children. In the present study, we examined the extent to which profiles of inattentiveness and language could be discerned within a heterogeneous group of preschoolers attending early childhood special education programs (n = 461). Based on parent-reported observations of children's symptoms of inattentiveness and direct assessments of children's language skills (grammar, vocabulary, and narrative ability), three distinct profiles were identified.

The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers of Children With Language Impairment.

Purpose: The present study investigates the extent to which school-based speech-language pathologists (SLPs) communicate with the caregivers of children with language impairment and the factors that are significantly associated with frequent communication. In addition, this study investigates the extent to which frequent SLP-caregiver communication is associated with change in language and literacy abilities of children.

Method: To address the study aims, weekly communication logs from 73 SLPs, serving 3-5 children with language impairment in grades K-2, were collected for a complete academic year.

Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment.

Purpose: Practitioners, researchers, and policymakers (i.e., stakeholders) have vested interests in children's language growth yet currently do not have empirically driven methods for measuring such outcomes.

Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors.

Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their home literacy interactions is warranted.

Aims: To identify unique HLE profiles within a large sample of children with LI, and to determine relevant caregiver- and child-specific factors that predict children's profile membership.

Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools.

Purpose: The purpose of this study was twofold: (a) to determine the unique contributions in children's language and literacy gains, over 1 academic year, that are attributable to the individual speech-language pathologist (SLP) and (b) to explore possible child- and SLP-level factors that may further explain SLPs' contributions to children's language and literacy gains.

Method: Participants were 288 kindergarten and 1st-grade children with language impairment who were currently receiving school-based language intervention from SLPs. Using hierarchical linear modeling, we partitioned the variance in children's gains in language (i.

Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools.

Purpose: The present study focused on the identification and stability of language and literacy profiles of primary school children receiving school-based language therapy over the course of one academic year.

Method: Participants included 272 early elementary school-age children (144 boys, 128 girls) who had been clinically identified as having a language impairment. A latent profile analysis was used to identify distinct profiles on the basis of a battery of language and literacy assessments in the fall and spring of the academic year.

Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences.

Purpose: Children with language impairment (LI) often demonstrate difficulties with word decoding. Research suggests that child-level (i.e.

IEP goals for school-age children with speech sound disorders.

Purpose: The purpose of the current study was to describe the current state of practice for writing Individualized Education Program (IEP) goals for children with speech sound disorders (SSDs).

Method: IEP goals for 146 children receiving services for SSDs within public school systems across two states were coded for their dominant theoretical framework and overall quality. A dichotomous scheme was used for theoretical framework coding: cognitive-linguistic or sensory-motor.

Integration of literacy into speech-language therapy: a descriptive analysis of treatment practices.

Purpose: The purpose of the present study was: (a) to examine the extent to which speech-language therapy provided to children with language disorders in the schools targets code-based literacy skills (e.g., alphabet knowledge and phonological awareness) during business-as-usual treatment sessions, and (b) to determine whether literacy-focused therapy time was associated with factors specific to children and/or speech-language pathologists (SLPs).