For December 2017, we reviewed 34 journals and identified 193 articles as potentially relevant to Pediatric and School-Based SLPs. We then narrowed it down to what's covered here. For more on how we do this, see here.

 

 

Predicting resolution of speech sound errors

Producing speech sound errors early in development is normal. Many children make errors in the preschool years that they simply grow out of in early elementary school. However, some kids don’t grow out of their errors. These are the kids that need speech–language pathologists’ attention, but how do we know which kids these are? This study aimed to answer exactly that question...

 

English literacy development in Spanish-speaking children

The authors of this longitudinal study tracked Spanish-speaking children in California from kindergarten through 8th grade, measuring early language and literacy skills (letter knowledge, phonological awareness, word reading, vocabulary), then examined possible predictors of later literacy achievement (on state standardized tests). Note that the children’s primary language was Spanish... 

 

Word learning and exemplar variability in preschoolers with language disorder

Do you have young children with developmental language disorder (DLD) on your caseload? Eighteen 4- and 5-year olds with DLD in a recent study learned new words with this treatment—and, even better, retained their word learning after three weeks. The preschoolers with DLD were assigned...

 

Throwback Pub (2015): Intervention on the playground—engaging children with autism with their peers

Searching for time in the day to work on engaging children with ASD with their peers? Look no further than recess! The authors of this study developed Remaking Recess, an intervention designed to teach adults how to engage children with ASD during lunch and recess. The researchers taught 35 school playground staff at four schools...

 

Throwback Pub (2007): Comparing semantic and syntactic treatment for young teens with language disorder

There are two types of SLPs: the ones who get a little nervous around ditransitive verbs, elaborated noun phrases, passive participles, and other grammatical nitty-gritties, and then there are the ones who consider diagramming sentences a special treat (hi, friends!). If you’re one of the second kind, come sit here by me. You’re gonna like this. If you’re among the syntax-wary, hang in there anyway, because this article describes, in detail, what we’re all looking for: interventions that WORK for persistent, tricky challenges we see in our older students with language impairment...

 

And more…

On telepractice, TBI, ASD, DLD, AAC (hey hey acronyms)...

 

Perspective Pieces

On AAC...

 

Looking for a specific topic? Browse the archives, here:

 
 

Read All:

Print:

Listen: