New!
Format(s):
SIG Perspectives
The purpose of this SIG 1 activity is to shed light on the speech-language pathologist’s
role with regard to students who have developmental language disorder (DLD) and
attention-deficit/hyperactivity disorder (ADHD), as well as to help clinicians understand
the importance and recognize the complexity of incorporating interdisciplinary
collaboration, multilingual and neurodiverse perspectives, and best practice guidelines
into assessment and intervention. In the first article, the authors conduct a retrospective
review to identify the behavioral features that exist together and outside of the diagnoses
of DLD and ADHD, while also reviewing the severity and impact that DLD has on the
behavioral symptoms of ADHD. The second article discusses the importance of
collaboration with psychologists for treatment of students with DLD and/or ADHD and
lays out the best practice guidelines for addressing social communication, selfregulation,
and self-advocacy. The third article provides a tutorial with strategies for how
to adapt therapeutic approaches based on the cognitive profile interpretations of children
with DLD and ADHD. The final article revisits the assessment of students with comorbid
diagnoses of DLD and ADHD and adds the additional and complicated element of
multilingual students, which is a group of students who have not been well represented
and researched.
New!
Format(s):
SIG Perspectives
The purpose of this SIG 1 forum is to provide clinicians with specific steps that
they can take to promote social justice within the field of speech-language pathology by
exploring cultural flexibility and applying principles of culturally-responsive practice to the
selection of assessment and intervention materials. In the first article, the “culture flex” is
introduced as a mindset shift to enable clinicians to center culture, engage in selfreflection,
and become empowered to enact social justice. The second article leads the
reader in identifying less biased early language assessments for young preterm Black
children. In the third article, the authors provide a tutorial for evaluating ideologies of
“good” languaging in children’s books, and they discuss how to have conversations
about these ideologies in ways that promote justice and lead to humanizing and
affirming learning spaces for children.
New!
Format(s):
SIG Perspectives
This SIG 1 activity focuses on how speech-language pathologists can collaborate with
colleagues in related fields. The first article describes the similarities and differences
between how teachers and speech-language pathologists think about and employ gamebased
learning by conducting both a literature review and a qualitative review of focus
groups. The second article examines teacher communication during shared bookreading
activities to understand what specific strategies teachers are using when
children with developmental disabilities are included. The third article demonstrates the
benefits of professional collaborations when attempting to support the learning of African
refugee students in preschool through high school. The final article highlights best
practices for interdisciplinary care in the schools for students with traumatic brain injury.
New!
Format(s):
SIG Perspectives
This SIG 1 activity addresses social justice issues facing children from cognitive and
linguistically diverse backgrounds. The first article provides a foundational understanding
of translanguaging in order to expand and broaden our definition of multilingualism and
reframe how we think about Black Language in schools. The second article investigates
the conversational language profile of children in low socioeconomic environments and
analyzes how results may vary by dimensions of language (i.e., vocabulary, grammar)
and socioeconomic environment (e.g., maternal education, income). The third article
explores how school-based speech-language pathologists describe their therapeutic
relationships with culturally and linguistically diverse students. The last article challenges
clinicians and educators to push past the deficit perspective toward multimodal
communication and apply educational justice and equity practices with modally
marginalized individuals.
Format(s):
SIG Perspectives
This SIG 1 forum addresses how the speech-language pathologist can target
metacognition using theory of mind, critical thinking, and prosody to improve the
comprehension of oral and written information in both social and academic
environments for school age students and adolescents. The first article describes
the results of an exploratory survey given to speech-language pathologists
regarding how they incorporate theory of mind into therapy. The second article
explores how to target the critical thinking skills of adolescents using logical
fallacies. The third article reviews the current available literature on prosody and
reading for autistic individuals and provides clinical recommendations for
addressing prosody in expressive communication and reading comprehension.
Format(s):
SIG Perspectives
This SIG 1 activity addresses how framing early intervention practices to include
partnering with and training caregivers and pediatricians can improve access to
the language and communication opportunities in early childhood. The first article
applies the benefits of the Language Environmental Analysis (LENA) system with
children with cerebral palsy to determine the feasibility of monitoring naturalistic
language patterns during longitudinal mobility intervention. The second article
highlights the importance of monitoring caregiver progress in early intervention
therapy and proposes how to set goals, teach the caregiver language facilitation
strategies using the See and Say Sequence, and measure progress using
various types of caregiver data. The third article explores the emerging role of
speech-language pathologists (SLPs) providing training to improve the use of
developmental screening in pediatric primary care to increase early identification
rates of infants and toddlers.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on how speech sound disorders (SSDs) can have an
impact on children’s literacy skills and development.
The first article describes the phonological awareness (PA) skills of children with
SSDs and compares the relationships between types of speech errors to strengths and
weaknesses in their phonological awareness abilities.
The second article is a tutorial that aims to provide evidence that supports the
use of print and print referencing in speech therapy sessions with children who have
SSDs.
The third article examines the available evidence for intervention frameworks that
support literacy skill development, specifically within the context of SSD intervention.
The fourth article reviews why SSDs put children at risk for word reading
difficulties and how speech-language pathologists can integrate foundational skills to
reduce this risk.
Format(s):
SIG Perspectives
This course focuses on neurodiversity-affirming practices. Five articles discuss the need for neurodiversity-affirming care; research design and reporting in autism intervention research; knowledge, experience, and training of school-based professionals and their familiarity with early communication access for autistic children; themes in spoken narratives produced by autistic adults whose genders are marginalized; and gestalt language processing.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on evidence-based practices in literacy related to word
reading, morphology, and vocabulary. The first article highlights the relationship between
literacy and vocabulary learning and provides a tutorial on treatment options for
vocabulary-based interventions for children with identified vocabulary deficits. The
second article describes the developmental sequence of alphabet knowledge and
demonstrates how to address this knowledge within three different service delivery
modules. The third article explains the importance of targeting morphology in schoolbased
speech and language therapy to support the literacy development of students with
developmental language disorders. The final article describes the skills required for
successful word reading and outlines how a speech-language pathologist can carry out
an evidence-based approach for both assessment and intervention.
Format(s):
SIG Perspectives
This course focuses on best practices, perspectives, and challenges in the assessment and intervention of developmental language disorders in culturally and linguistically diverse (CLD) populations. The articles discuss resources to interpret and use common standardized language assessments in English for CLD school-age youth; increasing Spanish-speaking caregivers’ use of language-promoting strategies in everyday activities with infants and toddlers; and treatment of bilingual children to promote progression in both languages.
Format(s):
SIG Perspectives
This course is based on a recently published SIG 1 Perspectives forum, Language Sample Analysis Tutorials. The articles in the forum focus on three types of language sample analysis and best practices for conducting them utilizing the Computerized Language Analysis (CLAN), Systematic Analysis of Language Transcriptions (SALT), and Sampling Utterances and Grammatical Analysis Revised (SUGAR).
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on how to work with students with autism spectrum disorders (ASD) and their caregivers via telepractice. The first article provides five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. The second article reviews the feasibility of implementing telehealth programs related to behavioral interventions for families and their children with ASD. The third article explores the usability of a web-based application of the JASPER social communication intervention. The fourth article discusses the results of a survey completed by speech-language pathologists who utilized telepractice to teach children with autism to access and use augmentative and alternative communication devices. The final article shares current available research related to the barriers of and solutions to conducting telehealth assessment and interventions for families and their students with ASD.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on ethical challenges that audiologists and SLPs may face in various school-based scenarios. A 5-step ethical decision-making approach is presented. An ethical decision-making model is used to help prepare clinicians for the ethical continuation of telepractice in schools. Some thoughts and tools for connecting ethical practices with the provision of culturally sensitive/responsive services are provided.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on the relationship between language and executive function (EF) in children with specific language impairment (SLI) and/or developmental language disorder (DLD). A clinical model of language therapy for adolescents with DLD and concomitant EF deficits was proposed. Finally, a theoretical framework for understanding and promoting metacognition and EF as part of assessment and treatment plans for speech-language pathologists was discussed.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on therapeutic interventions related to contextualized language for school-age and adolescent students. Articles discuss intervention to increase motivation while targeting language-based literacy skills; development of collaborative academic conversations in older students with language delays and impairments; semantic reasoning as a vocabulary teaching tool; how a written, graphic, and oral learning strategy can improve comprehension, retention, and expression; and how morphological awareness intervention can be linked to learning academic vocabulary within disciplinary literacy strategies.
Format(s):
SIG Perspectives
This Perspectives activity focuses on communication choice and agency for individuals
on the autism spectrum. These individuals are the key informants in decisions around
the conceptualization, implementation, and evaluation of educational programming for
autistic learners. Speaking autistic adults encourage families, professionals, and society
to promote and accept all communication as equal.
Format(s):
SIG Perspectives
This activity focuses on the childhood maltreatment consequences on social pragmatic communication. Based on a complex family and social conception of neglect, a logical model illustrating public health services for children experiencing neglect is proposed. The role of speech-language pathology in prevention, policy, and practice is outlined. The importance of assessing the narrative language of children exposed to complex trauma is also emphasized.
Format(s):
SIG Perspectives
This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
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