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Jackson-Maldonado, Donna; Maldonado, Ricardo – International Journal of Language & Communication Disorders, 2017
Background: A limited number of studies have analyzed grammaticality in monolingual Spanish-speaking children with specific language impairment (SLI). Most of the available data are based on bilingual speakers. Aims: To extend previous studies by doing a more detailed analysis of grammatical types in monolingual Spanish-speakers with and without…
Descriptors: Grammar, Spanish Speaking, Children, Foreign Countries
Black, Rebecca J.; Bogaardt, Hans; McCabe, Patricia; Glanville, Allan R.; MacDonald, Peter; Madill, Catherine – International Journal of Language & Communication Disorders, 2019
Background: Oropharyngeal dysphagia and laryngeal dysfunction are two lesser known complications after lung and heart transplantation. The presence of these features places this immunocompromised population at high risk of pulmonary complications and subsequent medical deterioration. Early identification of swallowing and voice dysfunction would…
Descriptors: Surgery, Speech Impairments, Psychomotor Skills, At Risk Persons
Weil, Lisa Wisman; Schuele, C. Melanie – EBP Briefs (Evidence-based Practice Briefs), 2019
Clinical Question: Do preschool or young elementary school children (ages 4-8 years) with language impairment who receive complex syntax intervention show improvements in syntax relative to a comparison intervention or control condition? Method: Systematic Review. Study Sources: ERIC, Education Source, PsycINFO, Web of Science, ComDisDome. Search…
Descriptors: Evidence Based Practice, Speech Language Pathology, Speech Impairments, Language Impairments
Goldstone, Linda; Lazarus, Sheryl S.; Thurlow, Martha L.; Hendrickson, Katelyn – National Center on Educational Outcomes, 2021
This report presents the findings of a study aimed to address the gap between policy and practice for speech-language pathologists (SLPs) who serve students identified with a speech-language impairment, including other co-existing disabilities. The following research questions were addressed: (1) What factors influence how SLPs make accessibility…
Descriptors: Speech Language Pathology, Allied Health Personnel, Students with Disabilities, Language Impairments
Dai, Yael G.; Thomas, Rebecca P.; Brennan, Lynn; Luu, My-Linh; Hughes-Lika, Jamie; Reilly, Molly; Moreno, Paula; Obe, Brenda; Ahmed, Kelli B.; Berry, Leandra N.; Goin-Kochel, Robin P.; Helt, Molly S.; Barton, Marianne L.; Dumont-Mathieu, Thyde; Robins, Diana L.; Fein, Deborah A. – Autism: The International Journal of Research and Practice, 2023
Online Parent Training in Early Behavioral Intervention (OPT-In-Early) is a self-directed resource for caregivers of autistic children. Sixty-three parent-child dyads from three states in were randomized to the OPT-In-Early or treatment as usual group. Parents in both groups completed baseline and post-treatment visits, which were targeted for 4…
Descriptors: Caregiver Training, Autism Spectrum Disorders, Online Courses, Distance Education
Khamis, Reem; Marzouqah, Reeman – Arab Journal of Applied Linguistics, 2022
The purpose of this paper is to report on the state of both professional licensure and the practice of speech language therapy in the diaspora spaces of the United States and Canada. Additionally, this paper discusses best practices for collaborating with, providing care to, and facilitating professional growth among the Arab diaspora. We begin by…
Descriptors: Arabic, Speech Language Pathology, Allied Health Personnel, North Americans
Jiao, Yishan; LaCross, Amy; Berisha, Visar; Liss, Julie – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Subjective speech intelligibility assessment is often preferred over more objective approaches that rely on transcript scoring. This is, in part, because of the intensive manual labor associated with extracting objective metrics from transcribed speech. In this study, we propose an automated approach for scoring transcripts that provides…
Descriptors: Suprasegmentals, Phonemes, Error Patterns, Scoring
Munson, Benjamin; Krause, Miriam O. P. – International Journal of Language & Communication Disorders, 2017
Background: Psycholinguistic models of language production provide a framework for determining the locus of language breakdown that leads to speech-sound disorder (SSD) in children. Aims: To examine whether children with SSD differ from their age-matched peers with typical speech and language development (TD) in the ability phonologically to…
Descriptors: Speech Impairments, Phonology, Cognitive Processes, Priming
Loukina, Anastassia; Buzick, Heather – ETS Research Report Series, 2017
This study is an evaluation of the performance of automated speech scoring for speakers with documented or suspected speech impairments. Given that the use of automated scoring of open-ended spoken responses is relatively nascent and there is little research to date that includes test takers with disabilities, this small exploratory study focuses…
Descriptors: Automation, Scoring, Language Tests, Speech Tests
Mody, M.; Shui, A. M.; Nowinski, L. A.; Golas, S. B.; Ferrone, C.; O'Rourke, J. A.; McDougle, C. J. – Journal of Autism and Developmental Disorders, 2017
Many children with autism spectrum disorder (ASD) have notable difficulties in motor, speech and language domains. The connection between motor skills (oral-motor, manual-motor) and speech and language deficits reported in other developmental disorders raises important questions about a potential relationship between motor skills and…
Descriptors: Children, Adolescents, Autism, Pervasive Developmental Disorders
Gatlin, Brandy; Wanzek, Jeanne – Exceptional Children, 2017
Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we…
Descriptors: Elementary School Students, Dialects, Reading Achievement, Speech Impairments
Branch, Jessica M. – ProQuest LLC, 2017
Often children with disabilities have difficulty engaging in tasks and may display off-task behaviors. Children learn best when they are interested in a topic. This generalized learning is more meaningful than memorization of facts (McWilliam & Casey, 2008). When engagement time is increased, children often display higher cognitive skills and…
Descriptors: Preschool Children, Disabilities, Learner Engagement, Thinking Skills
Hurst, KeShawn J. – Online Submission, 2018
This paper will examine the cognitive development. Specifically, it will include and inform others about the cognitive development of children with speech and language disabilities. In addition, it will be discussing the major factors of speech and language impairment and assistive technologies that can affect the students' academic performance
Descriptors: Cognitive Development, Children, Speech Impairments, Language Impairments
Jozwik, Sara; Mustian, April L. – Reading & Writing Quarterly, 2020
The language experience approach (LEA) to reading instruction uses learner-dictated passages to foster reading development. In this study, researchers explored LEA instruction for English learners with exceptional needs that were supported by voice typing, word prediction, and screen reading tools. A multiple baseline design was used to…
Descriptors: Bilingualism, Semitic Languages, Language Experience Approach, Reading Instruction
O'Toole, Ciara; Lyons, Rena; Houghton, Catherine – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Parent-child interaction therapy refers to a number of interventions mediated by trained parents to treat developmental difficulties, including speech, language, and communication. Understanding the experiences of parents who take part in parent-child interaction therapy is a key aspect of determining how this intervention can be…
Descriptors: Preschool Children, Communication Problems, Parent Child Relationship, Intervention