Special Interest Group 01 - Language Learning and Education

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Autism and Telepractice
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.
Ethical Challenges in Various School-Based Scenarios
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.
Executive Functions and Language: Self-Talk, Syntax, Semantics, and Strategies for Planning and Self-Regulation
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.
Contextualized Language Interventions for Secondary Students
Format(s): SIG Perspectives
This SIG 1 Perspectives activity focuses on therapeutic interventions related to contextualized language for school age and adolescent students. The first article demonstrates how intervention can be designed to increase client motivation while targeting and improving language-based literacy skills. The second article is a tutorial that explains how to comprehensively address the development of collaborative academic conversations in older students with language delays and impairments. The third article provides a description of semantic reasoning as a vocabulary teaching tool that can be used to support contextualized language intervention. The fourth article describes how a written, graphic, and oral learning strategy called Sketch and Speak can be used to improve comprehension, retention, and expression of the ideas and language of expository texts. The final article focuses on how morphological awareness intervention can be linked to learning academic vocabulary within disciplinary literacy strategies.
Communication Choice and Agency: Thinking Beyond  Spoken Language for Individuals on the Autism  Spectrum
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.
Childhood Maltreatment Consequences on Social Pragmatic and Literacy Skills
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.
Assessment and Treatment of Social Language Deficits in School-Aged Students
Format(s): SIG Perspectives
This Perspectives activity focuses on the assessment and treatment of school age students with social language deficits. The first article defines three different conversational profiles for students with autism spectrum disorder (ASD)and discusses intervention strategies appropriate for students within each of the profiles. The second article analyzes the benefit of using analog tasks (i.e., tasks that represent real-life social tasks) with toddlers through adolescents to evaluate social communication abilities and guide intervention. The third article aims to provide support for best practices in assessing students with social communication deficits, as determined by results of a survey of speech-language pathologists’ current methods and approaches. The final article examines 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 ASD.
The Impact of Hearing Loss on Language and Literacy
Format(s): SIG Perspectives
This Perspectives forum focuses on the reading outcomes of students with hearing loss and cochlear implants. The first article examines the role of vocabulary on print knowledge for students with hearing loss. The second article provides recommendations for treating the listening and spoken language skills of students with hearing loss based on the results of a 2-year study. The third article compares how reading ability and working memory are impacted in students with cochlear implants and hearing aids after they participated in a computer-based program. The final article explores the relationship between language and reading ability in students with hearing impairment.
Autism in Early Childhood
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on the treatment of young children with a diagnosis of autism spectrum disorder. The first article examines the effects of parent-mediated intervention on the spoken language of young children. The second article focuses on an embedded teacher-implemented social communication intervention for preschoolers. The third article examined peer mediated augmentative and alternative communication for young minimally verbal children. The final article reported on social communication predictors of successful inclusion experiences for students with autism in an early childhood lab school.
Developmental Language Disorder/Specific Language Impairment Terminology in Practice
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on developmental language disorder (DLD), including the history of terminology changes in the field, the relationship of specific language impairment and DLD, diagnostic criteria in the field of speech language pathology, and an examination of DLD through a school-based lens.
Neurobiology of Language
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on neurobiological factors associated with language learning. The first article describes a model of causation by which environmental factors influence neural and cognitive development. The second article examines learning contexts and their impact on verb learning. The third article discusses early motor deficits and their relationship to speech/language outcomes, and the final article reviews morphological processing in normal and clinical populations.
Supporting Morphological Skill Development for  School-Aged Children and Adolescents
Format(s): SIG Perspectives
This Perspectives (SIG 1) forum focuses on supporting students in a school setting in improving morphological skills. Authors discuss key components of intervention, collaboration with other professionals, and practical strategies for clinicians.

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