Language, Speech, and Hearing Services in Schools

Purpose Autistic individuals often exhibit poorer emergent literacy skills (e.g., phonological awareness, print knowledge, oral language) relative to their non-autistic peers. Although emergent literacy skills are known to impact future reading success in typical development, their relationship with word recognition and reading comprehension in autistic children remains unclear. The purpose of this meta-analysis was to identify the correlation between emergent literacy skills and reading abilities (i.e., word recognition and reading comprehension) in young autistic children. Method Fourteen correlational studies, including 837 autistic children ranging in age from 28 to 109 months, met the inclusion criteria. Robust variance estimation was used to compute an average weighted effect size, and possible moderator variables were also explored. Results Results indicated a significant, positive correlation between emergent literacy skills and reading abilities. Moderator analyses indicated that the correlations between emergent literacy and reading ability did not differ based on the type of reading ability (i.e., word recognition vs. reading comprehension) or emergent literacy skill (i.e., code- vs. meaning-based skills). However, IQ was a marginally significant moderator, and the relation between emergent literacy and reading ability was stronger in studies with participants with lower average IQ scores. Conclusions These findings have important implications for research and practice for young autistic children. There is a need for educators and other practitioners to (a) assess emergent literacy skills in early childhood to better identify autistic children who are at risk for reading difficulties and (b) actively promote and teach emergent literacy skills in young autistic children, as these skills are related to more advanced reading abilities. Supplemental Material https://doi.org/10.23641/asha.29231057

Purpose For school-age students with language and literacy deficits (LLD), such as those with developmental language disorder (DLD) and/or dyslexia, literacy challenges can affect reading comprehension, written language, and overall academic success. Researchers have established that instruction in morphological awareness, especially with a phonological, orthographic, semantic, and syntactic focus, results in positive reading and writing outcomes. The purpose of this clinical focus article is to provide evidence for a multilinguistic literacy intervention approach grounded in morphological awareness, along with a case-based tutorial for its implementation in a relevant academic context. Method Focusing on the morphological meaning components within words provides an ideal opportunity to reflect on how these units provide clues and support to other linked language components such as phonology or word pronunciation, orthographic spelling, semantic meaning, and syntactic grammar. A discussion is provided for leveraging morphological awareness across a multilinguistic literacy intervention approach to connect foundational linguistic knowledge and bridge strategy, meaning, and purpose. We address how this intervention can be integrated with a classroom curricular unit and implemented via individual, small-group, or classroom-based intervention using a case-based example. Conclusions Morphological awareness intervention has been found to be effective in supporting the vocabulary, decoding, spelling, and reading comprehension of students with LLD. Thus, infusing this metalinguistic strategy in multilinguistic literacy intervention that integrates academically relevant texts can be a powerful tool for speech-language pathologists and literacy specialists to support the literacy success of students with DLD and/or dyslexia.

Purpose This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish–English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined. Method Narrative retell language samples from 90 typically developing Spanish–English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (n = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level. Results The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants. Conclusions A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment. Supplemental Material https://doi.org/10.23641/asha.29202743

Purpose Collaboration between teachers and speech-language pathologists is essential for supporting diverse learners, particularly those with communication challenges. This article explores the use of Universal Design for Learning (UDL) as a common language to enhance interprofessional collaboration, fostering a shared framework for designing inclusive educational environments. By implementing UDL principles, teachers and speech-language pathologists (SLPs) can align their strategies, emphasizing flexibility in instructional methods, engagement, and assessment. This shared approach enables both professions to address student needs more holistically, bridging traditional professional divides and creating a cohesive support system within the school setting. Method The tutorial discusses specific strategies for integrating UDL considerations into collaborative practices, highlighting the skills and knowledge SLPs can bring to the classroom from the therapy room. We include a case example to illustrate how best practices from speech-language pathology and UDL Guidelines can be used together to improve vocabulary learning in high school students. Results Language within the UDL framework can serve as a useful tool to highlight both skillsets of teachers and SLPs leading to transdisciplinary collaboration. This tutorial builds on prior research of successful models of Tier 1 teacher–SLP collaboration. Conclusion This collaborative project demonstrates a realistic use of UDL as a common framework not only to enhance communication and reduces barriers among team members but also to support effective, accessible learning experiences for all students.

Purpose Identification of speech sound disorder (SSD) in children who are multilingual is challenging for many speech-language pathologists (SLPs). This may be due to a lack of clinical resources to accurately identify SSD in multilingual children as easily as for monolingual children. The purpose of this article is to describe features of multilingual speech acquisition, identify evidence-based resources for the differential diagnosis of SSD in speakers of understudied language paradigms, and demonstrate how culturally responsive practices can be achieved in different linguistic contexts. Method Examples of different approaches used to inform accurate diagnosis of SSD in 2- to 8-year-old multilingual children are described. The approaches used included (a) considering adult speech models, (b) completing validation studies, and (c) streamlining evidence-informed techniques. These methods were applied across four different language paradigms in countries within the Global North and Global South (e.g., Jamaican Creole–English, Jamaica; Vietnamese–English, Australia; French and additional languages, Belgium; Icelandic–Polish, Iceland). The culturally responsive nature of approaches in each cultural/linguistic setting is highlighted as well as the broader applicability of these approaches. Results Findings related to dialect-specific features, successful validation of tools to describe functional speech intelligibility and production accuracy, and the utility of different techniques applied in the diagnosis of SSD are outlined. Conclusions Culturally responsive methods offer a useful framework for guiding SLPs' diagnostic practices. However, successful application of these practices is best operationalized at a local level in response to the linguistic, cultural, and geographic context. Supplemental Material https://doi.org/10.23641/asha.29090000

Purpose The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers. Method The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four open-response questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis. Results Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term DLD nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day. Conclusions Although many survey respondents were unfamiliar with the term DLD and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators.

Purpose Caregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training. Method We used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted 1:1 structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results. Results Caregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child. Conclusion Online asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers.

Purpose Functional language proficiency is presented as a conceptual framework that builds upon cultural–linguistic assets in bilingually developing children and bridges the theory of natural translation, translanguaging, and language brokering practices. A novel task was developed based on this framework for quantifying Spanish–English bilingual children's functional language proficiency. The development, feasibility, face, and convergent validity of the Functional Language Proficiency (FLiP) task are detailed as part of this work, as well as its application and utility as a culturally responsive practice. Method A conceptual framework and novel task were developed based on bilingual communication practices. This article details the conceptual framework and development process of the task, including considerations for cultural relevance, memory demands, linguistic complexity, and scoring procedures. The FLiP was administered to 90 Spanish–English learning Latino children in first, second, and third grade (30 per grade). Results All 90 first-, second-, and third-grade children completed the task, generating an expectedly wide range of proficiency profiles across both languages. Importantly, 86% of the children reported that they had engaged in these language practices in their daily lives. There was strong interrater reliability (94%), and scores on the FLiP were positively correlated with measures of language sample analyses in both languages. Conclusions The results of this study showed that the FLiP was an age-appropriate, asset-based, and culturally relevant task for measuring functional language proficiency in most Spanish–English school-age bilinguals. The role of functional proficiency is discussed, along with future research directions including validation, item analysis, and task refinement. Supplemental Material https://doi.org/10.23641/asha.28946261

Purpose The aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes. Method Participants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3–5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program–Literacy and Numeracy (NAPLAN) tests (Grade 3, 8–9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8–9, 9–10 years), and (c) research officer–administered Progressive Achievement Tests in Reading (PAT-Reading; 6–7, 7–8, 8–9, 9–10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8–9, 9–10 years). Results After controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9–10 years), and PAT-Reading (6–7 years) and PAT-Maths (9–10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests. Conclusion Parental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development.

Purpose While there is overwhelming support from clinical texts, journal articles, and our national organization for the implementation of multi-tiered system of supports (MTSS) in school-based speech and language practice, the reality is that many speech-language pathologists (SLPs) may be unfamiliar with how to fully engage with this framework. In this clinical focus article, we identify potential misconceptions related to MTSS and explore the degree to which these misconceptions may be prevalent and the driving factors that influence SLPs. We also discuss what next steps the field can take to support accurate beliefs about MTSS and refudiate potential misconceptions in order to best position SLPs to successfully participate in an MTSS framework. Method Twelve potential misconceptions related to MTSS and SLPs were identified by the authors of this clinical focus article. Nineteen school-based SLPs who worked in public schools in the United States participated in a 75-min focus group where they were asked to rate the degree to which they agreed or disagreed with the identified misconceptions and explain their reactions. Focus groups ranged in size from three to four SLPs. Results The focus groups produced both quantitative and qualitative data about SLPs' perspectives related to MTSS and provided insights into which misconceptions may be prevalent or influential in how SLPs frame, approach, and reflect on MTSS. Conclusions Although roles and responsibilities of school-based SLPs support engagement with MTSS, there is growing concern regarding the gap between research, policy, and practice related to MTSS implementation. Identifying and addressing potential misconceptions SLPs hold related to MTSS will bolster efforts to support SLP involvement in MTSS, resulting in high-quality services and supports matched to strengths and needs of all students.

Purpose The prevalence of adverse childhood experiences (ACEs) is increasing and is highest in minoritized ethnic/racial groups, most notably in Indigenous populations in the United States and Canada. Beyond ACEs, minoritized ethnic/racial groups have also experienced historical oppression, discrimination, and economic inequalities that can perpetuate ACEs and initiate intergenerational cycles of adversity. Children who have experienced multiple ACEs are at risk for learning and communication impairments that would qualify them for speech and language services. The purpose of this case study is to: (a) define ACEs, intergenerational and historical trauma, as well as describe the causes, consequences, and relationships among these three types of trauma; (b) describe the use of the International Classification of Functioning, Disability and Health (ICF) for assessment of an Indigenous child who has experienced multiple ACEs that may be associated with historical trauma; and (c) describe implementation of the Attachment, Regulation, Competency intervention for children with complex posttraumatic stress disorder adapted for an Indigenous child. Conclusions The concept of historical trauma arose with Indigenous populations, but it has been extended to many other populations that have experienced chronic trauma associated with oppression based on their ethnicity, race, or culture. The ICF provides a framework for conducting a comprehensive assessment and developing an intervention plan for a child who has experienced multiple ACEs, possibly related to intergenerational and historical trauma. To understand the child's strengths and needs, it is essential that clinicians consider the child's unique personal and environmental contextual factors. By considering these contextual factors, clinicians can identify which attributes serve as barriers or facilitators to children's functioning and how intervention programs may need to be adapted for the child's culture.

Purpose Early identification of diverging developmental trajectories is important to optimize communication interventions for children with cerebral palsy (CP). The aim of this study was to examine if communication profiles at 2 years of age predicted speech, language, and communication outcomes at 9–10 years of age in children with CP. Method Twenty-three children with CP (Mage = 9;10 [years;months]) participated in the study comprising of three mutually exclusive 2-year speech-language profiles: not yet talking (n = 10), emerging talkers (n = 9), and established talkers (n = 4). Using generalized linear regression and Kruskal–Wallis rank sum tests, we examined if 2-year speech-language profiles predicted speech, language, and communication outcomes at 9–10 years of age. Outcomes at 9–10 years of age were obtained from classification systems, spontaneous language samples, elicited speech tasks, and parent report. Results Based on 2-year speech-language profiles, we found significant differences in speech, language, and communication outcomes at 9–10 years of age. Specifically, children who were not talking at 2 years of age had more restricted outcomes than children who were emerging or established talkers at 2 years of age. Conclusion Our study's results provide preliminary evidence that early communication interventions can and should be differentiated based on communication abilities at 2 years of age to maximize later communication outcomes for children with CP.

Purpose Children who use hearing aids show large individual differences in the amount of time they wear their devices, but the vast majority of research studies have focused on infants and preschoolers who are deaf and hard of hearing (D/HH). There is limited empirical evidence regarding hearing aid use in adolescents or published data on adolescents' attitudes toward hearing aids. The overarching aim of the current study was to characterize hearing aid use in adolescents who are D/HH. Method One hundred twenty-nine adolescents who are D/HH (12–19 years old) and their parents completed questionnaires about hearing aid use and attitudes toward amplification. Examiners collected data logging at research visits. Adolescents and parents estimated the average amount of time hearing aids were worn during the week and weekend. We conducted a linear regression analysis to investigate the relationships among the independent predictor variables (chronological age, age at hearing aid fitting, maternal education level, proximity of hearing aid fitting to prescriptive targets, and better ear pure-tone average) and the dependent variable (adolescent self-report of average daily hearing aid use). Results Severity of hearing loss and maternal education level accounted for variation in hearing aid use among adolescents who are D/HH, whereas chronological age, age at hearing aid fitting, and proximity of fitting to prescriptive targets did not. Parent report, adolescent self-report, and data logging were in high agreement, although both parents and teenagers tended to overestimate the amount of daily hearing aid use by around 30 min. Discussion In general, the results of the current study are inconsistent with the notion that adolescents decrease hearing aid use when they reach adolescence. Furthermore, many of the adolescents who participated in this study expressed positive attitudes about amplification, demonstrating emerging self-advocacy.

Purpose This study examined the writing skills of English-French bilingual (EFbil) adolescents with extensive exposure to both languages in a two-majority language context. Method Participants were EFbil adolescents (n = 26) and French near-monolinguals (FL1; n = 12) aged 12 to 17 years. All participants wrote image descriptions in French; EFbil also wrote in English. Between-group comparisons were run for complex syntax, errors, and productivity. Within-group comparisons looked at bilinguals across their languages, and oral and written syntax for both groups. Predictors of text quality were explored through multiple regression analyses. Results In French, both groups performed similarly on productivity and syntactic measures. Bilinguals made more errors, but both groups had a high error-to-productivity ratio. Bilinguals performed similarly in both languages on all measures, except errors that were higher in French. Comparisons between oral and written modalities followed similar patterns for both groups. French exposure and all syntactic measures as well as time spent reading in French were predictive of French text quality. However, a low error-to-productivity ratio best predicted French text quality. Conclusions Results indicate a similar syntactic performance in French for monolinguals and bilinguals given comparable French school exposure. Being schooled in French did not prevent bilinguals from developing equivalent writing skills in their first language, English. As a majority and globalized language, the environment appears to have allowed bilinguals to maintain sufficient exposure to support their English skills. These results also point to a mutually contributing relationship between the ability to write good content quality and to respect the spelling and grammar of the language.

Purpose Artificial intelligence (AI) is more capable and accessible than ever before. But what does this mean for clinical practice? How can speech-language clinicians evaluate the efficacy, validity, and reliability of AI and machine learning tools for automating assessment and treatment? How can speech-language clinicians ethically use these clinical AI technologies? We contend that clinical AI will best serve clinicians and clients when aligned with an evidence-based framework. Therefore, this tutorial presents guidelines for the critical appraisal of clinical AI through the lens of validity, reliability, ethical use, and equitable use, facilitated by the Critical Appraisal Rubric for Ethical and Equitable Clinical Artificial Intelligence. Similarly, in order for developers of clinical AI to meet the needs of the profession, these principles should guide the development and assessment of new clinical technologies. Conclusions The questions of efficacy, validity, reliability, ethical use, and equitable use of clinical AI can be answered through the examination of a specific clinical AI for a given user, as emphasized by culturally responsive professional practice. A framework is provided to assist clinicians in the critical appraisal of clinical AI tools.

Purpose Children with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative content analysis approach, we examined the extent to which key cognitive constructs are engaged in NVIQ tests and how these constructs compare across different tests. Method Current editions of seven NVIQ tests were selected based on their relevance in clinical and research settings. Qualitative coding of constructs was developed iteratively by speech-language pathologists and researchers. The codes focused on cognitive domains most affected in highly prevalent neurodevelopmental conditions, including attention, receptive language, statistical learning, and working memory. Results We identified multiple subfeatures for our constructs of interest. Using this coding framework, we found that NVIQ tests qualitatively differ in the extent to which these four constructs influence test performance. Conclusions Our findings suggest that understanding the impact of cognitive constructs on NVIQ tests can help explain why children with neurodevelopmental disorders exhibit lower and more unstable NVIQ scores compared to their peers. We provide recommendations for the use of NVIQ tests with neurodevelopmental disorder populations and encourage researchers and clinicians in speech and hearing sciences and psychology to use our results to inform test interpretation and selection. Supplemental Material https://doi.org/10.23641/asha.28886957

Purpose Part C early intervention (EI) providers, including speech-language pathologists, are often involved in autism screening practices and discussing autism with families of toddlers. The purpose of this study was to understand EI providers' perspectives of screening for autism. Method Using a phenomenological qualitative design, we explored EI providers' perspectives and experiences related to autism screening and engaging in conversations about autism with families. Results Findings from semistructured interviews with EI providers revealed themes related to (a) experiences screening for autism and engaging in conversations about autism, (b) interactions with families during autism conversations, and (c) resources and supports for providers and families. Conclusion Findings from this study have implications for professional development and policies surrounding screening for autism in Part C.

Purpose Although it is known that children with developmental language disorder (DLD) have difficulty composing personal narratives, previous studies have not employed a wide range of measures that reflect functioning at the different levels of discourse processing, as proposed in the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Because children evoke pleasant or unpleasant events through personal narratives, this study examines whether the emotional valence of the event influences the narrative production of Croatian-speaking children with DLD and those with typical language development (TLD) at the linguistic, propositional, and macrostructure levels. Method Fifty 10-year-old Croatian-speaking children with DLD and 50 gender-matched peers with TLD told personal narratives elicited through emotion-based prompts using the Global TALES protocol. Emotional valence was analyzed by coding each narrative event as either pleasant (positive) or unpleasant (negative). The narratives were evaluated using measures from the linguistic (lexical diversity, grammatical complexity, and accuracy), propositional (mazes, incomplete utterances, local coherence) and macrostructure (global coherence) levels. Results Our results show that children with DLD who speak Croatian have difficulty forming personal narratives at all three levels of discourse production, as evidenced by lower grammatical complexity and accuracy, more incomplete utterances, and lower local and global coherence. These difficulties are consistent in both positive and negative narratives. Results also showed that negative narratives are chronologically better ordered than positive narratives in both groups of children. Conclusion These findings provide further evidence that children with DLD have considerable difficulty producing linguistically well-organized, complete, and coherent personal narratives across different levels of the LUNA framework, regardless of the emotional valence of the events they recount. Supplemental Material https://doi.org/10.23641/asha.28819385

Purpose The purpose of this project was to understand the needs of adolescents who stutter as they transition to life after high school, and to develop an evidence-based discussion guide for speech-language pathologists (SLPs) to use in their postsecondary transition planning with adolescents who stutter. Method We conducted four focus groups: two with current high schoolers who stutter and recent high school graduates who stutter (n = 11) and two with parents of high schoolers who stutter and high school–based SLPs (n = 14). The focus groups were recorded, transcribed, and analyzed using reflexive thematic analysis. Results Three to five themes were created for each of the three main domains of transition plans: postsecondary education/training, employment, and independent living. While the themes were unique to each postsecondary domain, there was a common thread of helping adolescents develop an open, proactive stance toward stuttering and discussing stuttering with others. Conclusions SLPs are uniquely positioned to guide adolescents who stutter through the postsecondary transition process, as they are often the only specialized support personnel working with students who stutter in the schools. There are discussion topics that are important to facilitate with adolescents who stutter as they prepare to transition to life after high school, which we present in a printable discussion guide located as supplemental material to this article. Supplemental Material https://doi.org/10.23641/asha.28824512

Purpose This study explores the social validity of an expository note-taking and oral practice intervention, Sketch and Speak, for high school students with language-related learning disabilities (LLDs), their parents, and their high school speech-language pathologists (SLPs) after instruction via telepractice. The main study is reported in Peterson and Ukrainetz (2023). This report provides an additional in-depth analysis of participant perceptions. Method Three adolescents with LLDs entering ninth grade participated in this study. Data were collected from invested groups with pre-/post-intervention social validity questionnaires and post-intervention semistructured interviews. The interviews included brief video demonstrations of student performance in treatment. For the adolescents and their parents, Likert scale responses and open-ended question responses were analyzed qualitatively through content analysis. SLP interview responses were analyzed qualitatively using thematic analysis. Results Content analysis of the student responses indicated potential independent use of strategies in school activities. Student self-ratings of learning behaviors did not change noticeably from pre- to post-intervention. Parents spoke about improvements in their children's overall learning confidence. The SLP responses revealed three main themes about potential clinical use: buy-in, barriers to implementation, and generalizability. All three participant groups shared perceptions of increased student confidence and ownership of learned materials. Conclusion This preliminary exploration suggests that Sketch and Speak may be a socially valid and academically useful intervention for adolescents in high school, even when delivered via telepractice.

Purpose This study compared English grammatical performance of bilingual school-age children who spoke either Spanish or Vietnamese at home, focusing on their first-language influence on the acquisition of 13 English grammatical forms. Method Scores from 30 children on a cloze task were analyzed for accuracy, developmental patterns, and error types. Pairwise matching was used to match individual Vietnamese and Spanish bilinguals on age and English experience. Caregivers rated language ability and daily use of the home language and English. Results Higher grammatical accuracy across groups was associated with older age and higher caregiver ratings of children's language ability. Groups showed similar patterns on some grammatical forms (e.g., higher accuracy on plurals than irregular past), consistent with previously reported developmental patterns of monolingual English-speaking children. Differences in other patterns were related to first-language influence. For example, phonological constraints of Vietnamese (e.g., no word-final /s/), led to lower accuracy in English forms requiring such sounds. Conclusions English grammatical performance in bilinguals can reflect both general developmental patterns and first-language influence. As bilingual children may rely on linguistic cues specific to their first language, classroom instruction can be adjusted to be more culturally and linguistically responsive.

Purpose This study used a semistructured open interview approach to gather information from school-based speech-language pathologists (SLPs) regarding their assessment practices for bilingual children with suspected language disorders. Method Phone interviews were conducted with 25 school-based SLPs across the United States. The interviews explored assessment topics related to tool selection and rationale and the integration of assessment data to determine diagnosis and treatment eligibility. Results The results of this study suggest that SLPs use a combination of norm-referenced and informal assessments when evaluating bilingual children. Informal measures, such as parent/teacher interviews and language sampling, were relied upon for diagnostic decisions, contrasting with the emphasis on norm-referenced testing observed in previous research. District policies and guidelines influenced norm-referenced assessments. Informal tools were used to capture natural language use, provide a comprehensive view of bilingual abilities, and gather detailed case histories. Conclusions School-based SLPs integrate norm-referenced and informal measures in their bilingual assessment practices, with a notable reliance on informal assessments for diagnostic decision making. This approach contrasts with the reliance on norm-referenced measures typically observed in monolingual assessment practices, reflecting SLPs' potential recognition of limitations and biases in norm-referenced tests when used with bilingual children. The findings suggest that SLPs are aware of and use culturally sensitive diagnostic practices.

Purpose The purpose of this study was twofold: (a) to gather evidence about the efficacy of performance feedback for improving school-based speech-language pathologist (SLP) narrative mediated learning implementation fidelity and (b) to determine SLPs' knowledge and attitudes about dynamic assessment (DA). Method This investigation used a single-subject case design with baseline, intervention, and generalization phases. Participants were three elementary school SLPs who each conducted 13 DA sessions over 4 days. Data were collected on the number of mediated learning experience (MLE) procedures completed per session. The independent variable included training and performance feedback. During the intervention phase, clinicians received performance feedback using a fidelity rubric. In the generalization phase, each clinician was observed conducting three DA sessions to determine if fidelity to the rubric was maintained. Results All three clinicians demonstrated immediate, significant improvement when performance feedback was introduced. This was evidenced by all intervention phase data points for each clinician falling outside the baseline 2-SD band. Two clinicians maintained MLE procedural fidelity with 0% nonoverlapping data between the intervention and generalization phases. Conclusions Performance feedback using a fidelity rubric is an effective intervention for improving narrative MLE procedures and fidelity. The training, feedback, and experience gained by the participants shifted their perspectives about DA and its utility as an evaluation tool for culturally and linguistically diverse students.

Purpose Complex scientific problems, including those facing the discipline of communication sciences and disorders (CSD), require interdisciplinary teams of scientists who bring diverse perspectives, knowledge, and skills. According to a recent survey, team science is not yet widely practiced by CSD researchers. This viewpoint describes a current interdisciplinary team science project that addresses a challenging problem for CSD practitioners: meeting the needs of young children with speech and language disabilities for screening and intervention using artificial intelligence–augmented technologies. Method The article draws from the research literature on the science of team science to describe common challenges faced by interdisciplinary teams and recommended practices to resolve the challenges. Throughout, we provide examples from the National Artificial Intelligence Institute for Exceptional Education to illustrate team science challenges and how they can be addressed. Conclusions Readers are encouraged to embrace interdisciplinary teamwork to advance the science of CSD. We recommend seeking out training in team science, advocating for professional development opportunities, and institutional support for team science to maximize its benefits for the field.

Purpose This purpose of this national survey study was to assess K–5 school-based speech-language pathologists' (SLPs') perceived knowledge, training, support, and experiences related to collaborative language and literacy instruction with general education teachers. Method The authors developed and disseminated a 47-item electronic survey guided by the Theoretical Domain Framework for Behavior Change and the Interprofessional Education Collaborative's Core Competencies. Results One hundred and sixty-seven school-based SLPs completed the survey, and their responses were included in the data analyses. There are four main findings from the current study related to SLPs' collaborative language and literacy instruction with general education teachers: (a) SLPs perceived to be the most knowledgeable about collaborating with teachers during development of an Individualized Education Program and least knowledgeable about implementing collaborative instruction in the general education classroom; (b) the majority of participants reported in-service training, but the timing of training (pre-service vs. in-service) was not correlated with perceived knowledge; (c) the majority of SLPs perceived support from principals and special education administrators, but only approximately 25% agreed that general education teachers think they should work with them to provide collaborative language and literacy instruction and have the knowledge to do so; and (d) SLPs' perception of the general value of collaborative language and literacy instruction was correlated with their reported environmental support. Conclusions Findings highlight the need to provide collaborative pre-service and in-service training with SLPs and general education teachers to enhance their engagement in collaborative language and literacy instruction. Engaging teachers as partners in collaborative training may have positive implications for collaborative language and literacy intervention, and in turn, student outcomes in the classroom.