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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.
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.
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.
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.
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.
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.
Format(s):
SIG Perspectives
These Perspectives (SIG 1) articles provided an overview of how the core deficits of individuals with autism spectrum disorder (ASD) impact reading comprehension, proposed the use of a client-directed model of intervention called social currency, and reviewed characteristics of narrative language that make it a critical context for advanced language development in adolescents with ASD.
Format(s):
SIG Perspectives
These Perspectives (SIG 1) focus on the complexities of identifying and characterizing
speech sound disorder in children and adolescents within the school setting. Articles
discuss best practices for selecting tests and using developmental norms and criterionreferenced
measures to arrive at more accurate diagnoses. Guidelines for determining
eligibility for treatment are addressed, including provisions for social and educational
impact, and several clinical scenarios are included.
Format(s):
SIG Perspectives
The articles focus on language intervention progress monitoring for elementary students and for adolescents specifically while producing narratives and while learning morphologically complex words. The authors also address the psychometric requirements of oral and written language progress monitoring assessments. Research and theory are tied to practical clinical application with specific examples.
Format(s):
SIG Perspectives
This articles focus on contemporary issues regarding African American English (AAE) in children and adolescents across the school-age years. Articles discuss inherent challenges of the “language differences” paradigm and provide new lenses through which to view cultural, social, and pragmatic aspects of AAE. Specialized topics such as theory of mind, speech acts, and cultural-linguistic features of AAE are given special attention in this issue.
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